CEPH Final Self-Study Appendices 2013

Transcription

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National University
FACULTY POLICIES
September
2009
The University of Values
TM
TABLE OF CONTENTS
Preamble
...............................................................................................................................1
Statement of Shared Governance..............................................................................................................1
Article 1
1.1
1.2
1.3
Scope and Definitions..........................................................................................1
Scope .....................................................................................................................2
Definitions ............................................................................................................2
Standards of Practice and Guidelines ................................................................2
Article 2
2.1
2.2
2.3
National University Faculty ................................................................................3
Full-time Faculty ..................................................................................................4
Faculty’s Role in Governance..............................................................................4
Faculty Participation in Academic Administration
Search Process......................................................................................................4
Faculty Feedback..................................................................................................4
Faculty Leadership Roles ....................................................................................4
Department Chairs..............................................................................................4
Lead Faculty .........................................................................................................5
Council of Chairs .................................................................................................6
Faculty Senate ......................................................................................................6
Graduate Faculty and Undergraduate Faculty..................................................6
Undergraduate Council.......................................................................................6
Graduate Council ................................................................................................7
School Academic Affairs Committee .................................................................7
University Faculty Personnel Committee..........................................................7
School Personnel Committees ............................................................................8
Committee on Nominations and Elections........................................................8
Faculty Rights and Responsibilities ...................................................................8
Faculty Office Hours..........................................................................................12
Faculty Responsiveness .....................................................................................12
Provision for Course Outlines...........................................................................12
2.4
2.5
2.6
2.7
2.8
2.9
2.10
2.11
2.12
2.13
2.14
2.15
2.16
2.17
2.18
2.19
2.20
Article 3
3.1
Faculty Workload ...............................................................................................13
Full-time Faculty Workload...............................................................................13
Article 4
4.1
4.2
Academic Rank ..................................................................................................13
General Guidelines............................................................................................14
Minimum Qualifications for Faculty Ranks ....................................................14
Article 5
5.1
Faculty Appointments: Classifications.............................................................14
Types of Appointment........................................................................................14
Article 6
6.1
6.2
Faculty Appointments: Policies and Procedures .............................................15
Initial Full-time Appointments.........................................................................15
Initial Full-time Hiring – Procedures...............................................................16
Article 7
7.1
7.2
7.3
Faculty Welfare and Development ...................................................................17
Sabbatical Leave ................................................................................................17
Other Benefits ...................................................................................................17
Disability.............................................................................................................17
Article 8
Criteria for Reappointment, Promotion, and
Merit Increase ....................................................................................................18
Reappointment, Reappointment Deferral, and
Non-reappointment ...........................................................................................18
Promotion ...........................................................................................................18
Evaluation Criteria ............................................................................................19
Teaching Performance.......................................................................................19
Scholarship .........................................................................................................19
Service.................................................................................................................20
Faculty Development Plan and Annual Activities Report..............................20
Merit Pay ............................................................................................................21
8.1
8.2
8.3
8.4
8.5
8.6
8.7
8.8
Article 9
9.1
9.2
9.3
9.4
9.5
9.6
Processes for Faculty Reappointment, Promotion, Merit, and
Sabbatical Leave Applications and Decisions .................................................21
General Provisions .............................................................................................22
Academic Personnel Review Process for Promotion and
Reappointment ..................................................................................................23
Notice of Reappointment Decisions.................................................................24
Merit Process......................................................................................................24
Sabbatical Leave Process...................................................................................25
Calendar of Due Dates......................................................................................26
Article 10
10.1
10.2
Faculty Discipline for Cause and Involuntary Leave ......................................26
Discipline for Cause...........................................................................................26
Reductions in Positions .....................................................................................27
Article 11
11.1
11.2
Faculty Grievances.............................................................................................28
Faculty Grievance Procedures ..........................................................................28
Arbitration..........................................................................................................29
Article 12
Copyright Policy .................................................................................................30
Article 13
Faculty Salary Schedule.....................................................................................30
National University
•
Faculty Policies
•
Page 1
Preamble
Statement of Shared Governance
National University is a private non-profit public benefit
corporation governed by a Board of Trustees and is an
accredited, independent institution of higher education.
The administrative center is located in La Jolla, California.
Major campuses are located in California, Nevada, and
other locations as approved.
National University is committed to shared governance and
believes it to be a fundamental ingredient of a healthy
academic institution and an essential right and
responsibility of a scholarly community. National
University agrees with the American Association of
University Professors’ recognition that shared governance
allows National University to benefit from the accumulated
wisdom and knowledge of its Faculty and provides a
structure that includes the elected Faculty governance
bodies (the Faculty Senate, Graduate and Undergraduate
Councils), as well as the Council of Chairs through which
Faculty and administrators work together to promote
National University’s mission.
Anything in these Faculty Policies notwithstanding, the
Board of Trustees is the governing body of National
University. All of the activities and affairs of National
University will be conducted by or under the direction of
the Board of Trustees. The President of National University
is the chief executive officer and has, subject to the control
of the Board of Trustees, authority over all University
affairs and activities. The Board of Trustees, the
administration, and the Faculty recognize the Faculty
Senate as the primary Faculty governance body
representing the Faculty in matters pertaining to the
Faculty. The Faculty has the right and obligation to advise
and confer with the President, the Provost, Vice Presidents,
Deans, and other administrative officers on issues affecting
the status, responsibilities, and welfare of the Faculty.
These Faculty Policies govern the rights and responsibilities
of the Faculty at National University. In the event of a
conflict between the Faculty Bylaws and the Faculty
Policies, these Faculty Policies will control.
National University is a member of the National University
System (NUS). NUS is an alliance of operationally
independent and separately accredited, nonprofit
educational institutions and for-profit entities which provide
support services for educational institutions. NUS is
operated through System Management Group (SMG). SMG
is a supporting organization under Section 509(a) (3) of the
Internal Revenue Code (the Code), established to support
publicly supported charities which are members of NUS.
National University, therefore, is committed to support:
• the faculty’s fundamental role in making
academic decisions,
• the protection of legitimate faculty aspirations,
• the existence of clear and varied channels of
communication that are understood by all constituents,
• the implementation and preservation of
academic standards, and
• the promotion of the welfare of the students.
National University is a complex entity, and the tasks of
governance must be apportioned and delegated within the
structures approved by the Board of Trustees. The
interdependence and cooperation of administration, faculty
and the Board of Trustees are essential to legitimate and
effective governance.
ARTICLE 1
SCOPE AND DEFINITIONS
1.1
The members of NUS share a common objective of furthering
education and share the core values of meeting the changing
educational needs of diverse learners within our nation and
around the globe. The mission of NUS is the mutual support
among its members in achieving this objective.
The Chief Executive Officer of SMG is the Chancellor of
NUS. The Chancellor has such powers as may be delegated
by the SMG Board of Trustees.
The Chancellor is an ex officio member of the Board of
Trustees of each affiliate of NUS and provides advice and
leadership to NUS member institutions. In addition, the
President of each member reports to the Chancellor from
an operational standpoint, subject to each member’s
Boards of Trustees.
Scope
These Faculty Policies are limited to the
description of the rights, responsibilities, and
ranks of, and appointment and personnel
policies and procedures for, National University’s
Faculty.
1.1.1
Other official documents govern other important
academic and Faculty-related matters.
1.1.1.1
The Faculty’s role in National University
governance is described and codified throughout
this document, and in the Faculty Bylaws, the
Graduate Policies, and the Undergraduate
Policies.
1.1.1.2
The Faculty Policies, together with the letter of
appointment, constitute the contract between
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Faculty members and National University.
1.1.1.3
Other academic policies and procedures are
described and codified in the current editions of
the National University General Catalog, the
Faculty Handbook, the Faculty Bylaws, the
Graduate Policies, and the Undergraduate
Policies,which supersedes all prior editions of
these documents.
1.1.1.4
The National University Policy and Procedures,
to the extent possible, expressly includes faculty
members.
1.1.1.5
The documents described in 1.1.1.3 and 1.1.1.4
are not intended to create express or implied
contractual obligations. Additional
responsibilities are described in The National
University Policy and Procedures.
1.1.2
The President and Board of Trustees must
approve all amendments to the Faculty Policies
and Bylaws after those amendments have been
approved by a majority vote of the Faculty
Senate and the Faculty.
1.1.3
The Faculty Senate will investigate relevant
reports of violations of these Faculty Policies. In
cases of ambiguity, relevance will be determined
by a majority vote of the Faculty Senate. If a
violation is substantiated, the Faculty Senate will
recommend actions to correct or redress these
violations.
1.2
1.1.2.4.1 The University will provide e-Faculty with
appropriate resources to allow them to
communicate with students and colleagues using
synchronous and asynchronous technologies.
1.2.2
School and Colleges
1.2.2.1
Schools and Colleges are academic units within
National University, concerned with instruction
and research, and contributing to the total
intellectual development of the students.
Through its schools and colleges, National
University offers undergraduate and graduate
degrees, as well as credential and certificate
programs.
1.2.2.2
In these Faculty Policies, the term “School”
is used for both Schools and Colleges.
1.2.2.3
Schools are created or disbanded only by action of
the Board of Trustees upon the recommendation
of the President. The President and the Provost
will engage in substantive discussion with the
School Dean, the School’s Faculty, the Faculty
Senate, and the Undergraduate and Graduate
Councils before making a recommendation to the
Board of Trustees about the creation or
disbandment of a school.
1.2.3
Department
1.2.3.1
A Department is an element of a School defined
by academic and intellectual content, as well as
by disciplinary needs or professional curricular
requirements.
1.2.3.2
Departments are created or disbanded by
authority of the President after substantive
discussion with the Provost, the School Dean, the
School’s Faculty, the Faculty Senate, and the
Undergraduate and Graduate Councils. The
School Dean will engage in substantive
discussion with the School’s Faculty before
making a final recommendation to the Provost.
1.2.4
Program
1.2.4.1
A program is an organized sequence of courses
offering academic credit, the successful
completion of which leads to the awarding of a
degree, credential, or certificate.
1 2.4.2
Programs may be added, deleted, or changed
following the recommendations to the Provost of
the applicable Lead Faculty, Department Chairs,
School Academic Affairs Committees, School
Deans, and the Undergraduate Council or
Graduate Council.
Definitions
Throughout these Faculty Policies, the following
definitions apply:
1.2.1
Faculty
1.2.1.1
“Faculty” refers collectively to all full-time
Faculty.
1.2.1.2
“faculty” refers collectively to part-time and fulltime faculty.
1.1.2.3
Associate Faculty refers to salaried part-time
faculty, as defined in the Part-Time Faculty
Policies.
1.1.2.4
E-Faculty are full-time Faculty with all the rights
and privileges defined in this document. The
only difference is that they do not have an office
provided by the University and conduct their
work primarily via distance technologies.
National University
1.2.5
Region
A region is a geographic organization of
Campuses and Learning Centers. Campuses
house Faculty, as well as classroom facilities and
student support staff. Learning Centers have no
Faculty in residence, but do have classroom
facilities and support staff.
1.2.5.1
The creation or elimination of Regions,
Campuses, or Learning Centers requires action
by the Board of Trustees upon the
recommendation of the President. The President
will confer with the academic leadership team
including the Provost, School Deans, and the
Faculty Senate.
1.2.6
Provost
The Provost is the chief academic officer of
National University, with primary responsibility
for maintaining the integrity and academic
excellence of National University’s academic
programs in consultation with the Faculty. The
Provost reports to the President.
1.2.7
Once a SOP has been referenced in the Faculty
Policies, the following process begins:
1.3.1.1
A joint task force consisting of five Faculty
appointed by the Faculty Senate, and four
administration members appointed by the
President, will be formed to develop the
document.
1.3.1.2
The final document will be effective after it has
been approved by a majority vote of the Faculty
Senate, a majority vote of the Faculty, and the
President. The President may determine that
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Either the Faculty Senate or the President may
request a revision or revocation of an SOP. An
SOP will be amended or revoked using the
process described in 1.3.1.1 and 1.3.1.2
1.3.2
Guidelines provide flexible procedures for or
explanations of academic processes within the
scope and definition of accepted Policies or
SOPs. They are developed by the applicable
Faculty governing body or academic
administrative office. These Guidelines are
shared with the Faculty Senate. A Guideline is
approved by the applicable Faculty governing
body, the Provost, and the President.
ARTICLE 2
NATIONAL UNIVERSITY FACULTY
2.1
Full-time Faculty
Full-time Faculty are members of National
University whose primary responsibilities are
teaching, scholarship, and service. These
responsibilities include oversight of curriculum,
mentorship of part-time faculty, student
advising, curriculum development, peer review
of faculty colleagues in the school and regions,
participation on search committees for Faculty
and designated academic administrators,
professional development, and participation in
governance. Full-time Faculty are expected to
maintain ethical standards and behavior.
Standards of Practice and Guidelines
1.3.1
•
1.3.1.3
School Dean
Standards of Practice (SOPs) are documents
intended to implement the Faculty Policies. As
such, only SOPs referenced in the Faculty
Policies use this nomenclature. Once agreed
upon, they must be complied with until they are
revised or revoked as described in 1.3.1.
Faculty Policies
final approval of a SOP also requires approval by
the Board of Trustees.
A School Dean is the chief academic officer of a
School, with primary responsibility for
maintaining the integrity and academic
excellence of the School’s programs in
consultation with the School’s Faculty. School
Deans report to the Provost.
1.3
•
2.1.1
Faculty determine their teaching assignments in
collaboration with the Department Chair(s) and
School Dean(s) in accordance with Article 3.0.
2.2
Faculty’s Role in Governance
Subject to the provisions of the Preamble and
the Statement of Shared Governance, the
Faculty and the administration meaningfully
share the obligation and privilege of serving as
architects of National University’s mission, as
ultimately determined by the Board of Trustees.
Governance and the creation of policies that
guide institutional health are responsibilities
that cut across the entire University, including
the Board of Trustees, National University’s
administrators, and the Faculty.
Faculty participate formally in governance
through Faculty governance bodies such as the
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Faculty Senate, Undergraduate Council, and
Graduate Council. They also are expected to
participate on important decision-making
bodies, including, without limitation, those
charged with hiring academic administrators
(including School Deans, the Provost, and the
President), discussing budgetary decisions that
affect Faculty work and welfare, and
development of the mission and goals of
National University.
2.3
accordance with the Faculty Feedback Standard
of Practice.
2.5
Faculty may not serve concurrently as chair of
more than one permanent University-wide
governance group or committee. The groups
included under this section are the Faculty
Senate, Graduate Council, Undergraduate
Council, University Faculty Personnel
Committee, and Council of Chairs.
Faculty Participation in Academic
Administration Search Process
2.6
The Provost and Deans provide important
academic leadership for National University.
These positions are critical to National
University and the Faculty, and Faculty have an
interest in the process of their appointment.
2.3.1
2.3.2
Department Chairs are appointed by School
Deans in collaboration with the Department’s
Faculty. A Department Chair’s workload,
including the teaching assignment, is
determined by the School Dean in consultation
with the Department Chair.
2.6.1.1
The term of service for a Department Chair is
three years, and the Chair may be reappointed
under the provisions of 2.6.1.2 below.
2.6.1.2
The School Dean will solicit feedback from
faculty in accordance with the process described
in the Faculty Feedback Standard of Practice
prior to reappointment of the Department
Chair.
2.6.1.3
The School Dean may remove a Department
Chair during or at the end of the term of
appointment.
2.6.1.4
A Department Chair may be appointed on an
interim basis by the School Dean in collaboration
with the Department’s Faculty. The interim
appointment period is one year and may be
renewed for up to two additional one-year terms.
2.6.2
Qualifications for appointment as Department
Chair include, without limitation, all of the
following:
Other Academic Administrators
The Associate Provost is recruited and appointed
by the Provost. Associate Deans are recruited
and appointed by the Dean.
2.4
2.6.1
Dean
The Provost is responsible for appointing the
Deans with approval of the President. Faculty
will be represented on the search committee for
the Dean. The search committee will solicit
input from the School Faculty and from the
university community. The search committee
will provide to the Provost an assessment of the
strengths and weaknesses of the candidate(s)
based on input from the various sources. The
search committee will not rank the candidates.
2.3.3
Department Chairs
While carrying out their administrative
functions, Department Chairs serve as regular
full-time Faculty members, except as stated
elsewhere in these Faculty Policies. As the
foremost administrative officer and
representative of the Department’s academic
discipline(s), the Department Chair serves in
the unique position of exemplifying the highest
standards of Faculty and administrative
responsibilities, maintaining standards of the
discipline(s), and meeting the expectations of
the Department.
Provost
The President is responsible for appointing the
Provost with input from the University
community. The Faculty will be represented on
the search committee for the Provost. Faculty
will have opportunities to provide input to the
search committee during the search process.
The search committee will provide to the
President an assessment of the strengths and
weaknesses of the candidate(s) based on input
from the various sources. The search committee
will not rank the candidates.
Faculty Leadership Roles
Faculty Feedback
Faculty will provide feedback on the
performance of the Provost and Dean in
National University
2.6.2.1
A terminal degree in a related discipline;
2.6.2.2
A minimum of five years of full-time Faculty
experience in higher education, including a
record of scholarship;
2.6.2.3
Rank of Associate Professor or Professor. If the
candidate is an Assistant Professor and is eligible
for promotion to Associate Professor, such
promotion must occur before the appointment as
Department Chair. In the event that a qualified
Associate Professor or Professor is not available
to serve as Chair, an Assistant Professor may be
appointed on an interim basis; and
2.6.2.4
Demonstrated leadership.
2.6.3
Department Chairs have the following
duties:
2.6.3.1
The Department Chair is responsible for the
overall academic quality and consistency of the
Departmental courses throughout National
University.
2.6.3.2
The Department Chair provides leadership to
the faculty of the Department.
2.6.3.3
The Department Chair provides feedback to
Faculty on their annual Faculty Development
Plans and reviews their Annual Activities
Reports.
2.6.3.4
The Department Chair maintains a climate that
promotes creativity and intellectual innovation.
2.6.3.5
The Department Chair makes recommendations
about the recruitment and selection of Faculty
for the Department.
2.6.3.6
The Department Chair makes recommendations
regarding reappointment, promotion, and merit
after review of the Department Faculty.
2.6.3.7
The Department Chair ensures that all Faculty
in the Department have an opportunity to
participate in the formulation of departmental
Guidelines. The Department Chair should be
receptive to questions, complaints, and
suggestions from members of the Department
and from students.
2.6.3.8
The Department Chair will maintain open and
regular communication with all Department
Faculty.
2.6.3.9
The Department Chair conducts regular
Department meetings, which Faculty in the
•
Faculty Policies
•
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Department are expected to attend unless on
academic recess or other National University
business.
2.7
Lead Faculty
Lead Faculty are full-time or Associate faculty of
National University who are assigned academic
leadership and administrative responsibilities for
particular programs or courses.
2.7.1
Program Lead Faculty
The Program Lead Faculty is responsible for the
academic leadership and administration of a
specific program, and will typically be identified
in the General Catalog as the Faculty Advisor for
that program. The responsibilities of the
Program Lead Faculty may include, without
limitation:
• maintaining the academic currency and rigor
of the program and the courses required in
the program;
• responding to inquiries about the program
from students, faculty, administrators, and
parties outside National University;
• representing the program in academic or
administrative meetings;
• overseeing assessment activities, including
PARs and Five Year Program Reviews;
• ensuring that the program meets any
requirements of external accrediting groups;
• ensuring that program courses are staffed
with qualified faculty;
• identifying and recommending new part-time
faculty to teach program courses when
necessary;
• monitoring course materials, including course
outlines, to ensure that course requirements
and outcomes are being met;
• observing and otherwise monitoring
instruction in program classes, and working
with instructors to improve instruction where
necessary;
• reviewing student evaluations of program
courses; and
• responding to inquiries from students and
other parties concerning program courses.
2.7.2
Regional, Course, or Other Lead Faculty
•
Certain faculty may be assigned to oversee one
or more courses offered in a region, online, or
throughout National University. The
responsibilities of these faculty may include,
without limitation:
ensuring that those courses are staffed with
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•
•
•
•
•
2.8
qualified faculty;
identifying and recommending new part-time
faculty to teach those courses when necessary;
monitoring course materials, including course
outlines, to ensure that course requirements and
outcomes are being met;
observing and otherwise monitoring instruction
in those classes, and working with instructors to
improve instruction where necessary;
reviewing student evaluations of those courses;
and
responding to inquiries from students and other
parties concerning those courses.
2.9.1
Faculty who believe that any of the Faculty
Policies may have been violated, or who have any
concerns related to Faculty work or welfare that
are not resolved informally, should report those
complaints to the Faculty Senate. Faculty who
wish to contest personnel actions, including
those related to appointment, reappointment,
promotion, merit, or discipline for cause, or who
believe they have been subject to unlawful
discrimination or harassment as described in
Article 11.1 or other National University
Policies, should proceed according to the
Grievance process described in Article 11 of
these Faculty Policies.
2.9.2
Faculty should refer all complaints of violations
of the Faculty Policies to the Faculty Senate. The
appropriate Faculty Senate Committee may
investigate relevant and material complaints of
such violations. If necessary, relevance and
materiality will be determined by a majority vote
of the Faculty Senate. If the Faculty Senate finds
that a violation has occurred, the Faculty Senate
may make a written recommendation to the
Provost, with copies to the reporting Faculty
member, of actions to correct the violation. The
Provost will provide a written response to the
Faculty Senate on the recommended corrective
actions. No investigation or determination by the
Faculty Senate shall impair or substitute for the
process by which a disciplinary action is
determined or the process of any subsequent
grievance, as prescribed by the Faculty Policies.
2.10
Graduate Faculty and Undergraduate
Faculty
Council of Chairs
The Council of Chairs will be comprised of the
Department Chairs from all Schools and will
serve as a deliberative and consultative body
whose functions include studying matters related
to academic programs and making
recommendations to the President, the Provost,
the School Deans, the Faculty Senate, the
Graduate Council and the Undergraduate
Council.
2.9
Faculty Senate thereby declare their individual
commitment to work through it for the
realization of the Faculty Senate goals and to
represent their constituents.
Faculty Senate
The Faculty Senate is a deliberative and
collaborative body, with responsibility for
furthering and protecting shared academic
governance and faculty members’ welfare. The
constitution and the procedures of the Faculty
Senate are described in the Faculty Bylaws.
Faculty Senate activities include, but are not
limited to: conducting studies; researching and
preparing reports; and making
recommendations to the President, the Provost,
the Provost’s Council, the Council of Chairs, the
Graduate Council, and the Undergraduate
Council on any and all issues pertaining to the
work and well-being of the faculty. The
administration will engage in substantive
discussion with the Faculty Senate regarding the
development and implementation of policies
that affect faculty work and welfare. The Faculty
Senate members will circulate materials to, and
inform their constituents of, the content of
University Faculty Senate discussions, and will
solicit the opinions of their constituents upon
matters before the Faculty Senate. The Faculty
Senate especially concerns itself with the
processes by which major University decisions
about personnel and academic policy are made,
with a view to obtaining and disseminating
information about decision-making. University
faculty members who accept their election to the
All full-time Faculty are considered to be
members of the Undergraduate Faculty.
Eligibility and application procedures for
membership in the Graduate Faculty are
described in the Graduate Policies.
2.11
Undergraduate Council
The purposes of the Undergraduate Council,
terms of office, and methods used to elect
members are described in the Faculty Bylaws
and in the Undergraduate Policies, but are
subject to the Faculty Policies. The
Undergraduate Council is empowered to
develop, approve, implement and monitor
National University
procedures, and to recommend policies for use in
the domain of undergraduate education. Its
responsibilities are to:
2.11.1
develop and recommend policies concerning the
nature and scope of undergraduate programs,
including courses of study offered by the
Departments of instruction;
2.11.2
develop and recommend policies and regulations
governing admission to undergraduate
programs;
2.11.3
establish, recommend, and monitor
requirements for completing undergraduate
programs; and
2.11.4
2.12
2.13
develop and recommend policies and regulations
governing admission to graduate programs;
2.12.3
establish, recommend, and monitor
requirements for completing graduate
programs;
2.12.4
establish and recommend criteria for becoming a
member of the Graduate Faculty;
2.12.5
determine on a yearly basis members of National
University Faculty who have primary
responsibility at the graduate level; and
2.12.6
establish written guidelines in collaboration with
the Provost, for graduate programs and
assessment as needed.
Page 7
School Academic Affairs Committee
Members must be elected to the School
Academic Affairs Committee in an election
conducted by the Committee on Nominations
and Elections.
2.13.2
There will be no more than nine members on
each School Academic Affairs Committee.
2.14
University Faculty Personnel
Committee
The University Faculty Personnel Committee’s
(UFPC) primary responsibility is to ensure
equity in the evaluation of Faculty members
across different Schools and Departments. The
UFPC is comprised of full-time Faculty at the
rank of Professor or Associate Professor. Each
School will elect two members of the Committee
in a School-wide election conducted by the
Committee on Nominations and Elections.
Members of the Committee will elect the chair.
Each elected member of the Committee will
serve a two year term. A Committee member
may not be elected for consecutive terms.
Members’ terms will be staggered.
Graduate Council
2.12.2
•
2.13.1
establish written guidelines, in collaboration
with the Provost, for undergraduate programs
and assessment.
develop and recommend policies concerning the
nature and scope of graduate-level programs,
including courses of study offered by the
Departments of instruction;
Faculty Policies
The School Academic Affairs Committee is
responsible for approving new programs and
modifications to existing programs within a
School.
The purposes of the Graduate Council, terms of
office, and methods used to elect members are
described in the Faculty Bylaws and in the
Graduate Policies, but are subject to the Faculty
Policies. The Graduate Council is empowered to
develop, approve, implement, and monitor
procedures, and to recommend policies for use in
the domain of graduate education. Its
responsibilities are to
2.12.1
•
2.14.1
The Committee will perform the following
functions:
2.14.1.1
Review Faculty dossiers and sabbatical requests,
and the recommendations of the Department
Chairs, School Personnel Committees, and
Deans regarding all promotion, reappointment,
and sabbatical requests, and provide a separate
recommendation to the Provost that strives for
balance and equity across National University;
2.14.1.2
Recommend, to the Provost, a recipient of the
Distinguished Teaching Award based upon a
review of materials submitted by full-time
Faculty who have been nominated for this award
by students, other Faculty, or administrators; and
2.14.1.3
Meet all specified timelines as indicated in the
Guidelines for Faculty Assessment at National
University, which is published annually by the
Provost.
8
2.14.2
Department Chairs may not serve as members
of the UFPC.
2.14.3
A Faculty member may not serve on the UFPC
and a School Personnel Committee in the same
year.
2.14.4
Faculty members serving on the UFPC who are
under review must recuse themselves from any
committee discussions or actions on their own
file, from any other circumstance that would give
the appearance of a potential bias, or when
requested to do so by the Faculty member under
review.
committee discussions or actions on their own
file, from any other circumstance that would give
the appearance of a potential bias, or when
requested to do so by the Faculty member under
review.
2.16
2.15
Membership for this committee will be
comprised of two elected representatives from
each School, one representative from the Faculty
Senate elected by a majority vote of the Senate,
and one representative appointed by the Provost.
The representatives from each School will be
elected by the School in an election conducted by
the Committee on Nominations and Elections.
The Chair of the Committee will be elected by
this Committee by July 30 of each year. The
Committee will give regular reports and be
accountable to the Faculty Senate. The reports
will be given by the Chair of the Committee
even if the Chair is not a member of the Faculty
Senate.
School Personnel Committees
The purpose of the School Personnel Committee
(SPC) is to ensure that Faculty members are
given the fairest, fullest and most comprehensive
assessment of their professional work by
colleagues within their School. Each School
within National University will elect the
members of a SPC. The SPC will make
recommendations concerning reappointment,
promotion, merit, and sabbatical requests.
Committee on Nominations and
Elections
2.16.1
Each member of the committee will serve a two
year term. A committee member will serve no
more than two consecutive terms. In order to
ensure continuity and the consistent application
of standards, members’ terms will be staggered
so that the terms of a School’s representatives
will not end in the same year.
2.15.1
Election to the SPC will be for a two-year term,
effective on the first day of each academic year
(July 1). A faculty member may not serve
consecutive terms on the SPC. Members’ terms
will be staggered in order to ensure continuity
and consistent application of standards.
2.16.2
2.15.2
Members of SPCs will be elected by the full-time
Faculty of the School in a School-wide election
conducted by the Committee on Nominations
and Elections. The SPC will consist of three to
six members. This committee should be
comprised of Faculty members at the rank of
Professor or Associate Professor; however, an
Assistant Professor with a minimum of three
years of full-time faculty experience may be
considered. It is recommended that the
Committee membership reflect the geographic
and departmental distribution of the School’s
Faculty.
Members of the Committee on Nominations and
Elections may be removed by a majority vote of
the voting members of the Committee and a
two-thirds vote of the Senate for failing to
adequately perform the duties expected by a
member of the Committee.
2.16.3
When a School fails to elect at least one
representative, the Senate will invite a Faculty
member from that School to serve for a one-year
term. An elected representative will be sought
for the next available election.
2.17
Faculty Rights and Responsibilities
2.15.3
The SPC will elect its own chair.
2.17.1
Due Process
2.15.4
Department Chairs may not serve as members
of a SPC.
2.15.5
A Faculty member may not serve on the SPC and
UFPC in the same year.
2.15.6
Faculty members serving on the SPC who are
under review must recuse themselves from any
Faculty are entitled to the rights of due process.
These include the right to be notified in a timely
manner of any complaints or grievances against
them and the right to respond to those
complaints or grievances.
National University
2.17.2
Academic Freedom
Academic freedom is defined as the freedom of
thought and expression as it applies to teaching,
publication, oral presentation, and extramural
activities. It includes the right of faculty
members to choose and use materials that they
deem appropriate to program or course goals in
their classes without interference.
2.17.2.2
Institutions of higher education exist for the
common good. The welfare and strength of
National University and of society at large
depend on the uninhibited search for truth and
its free expression. Academic freedom is based
upon the premise that scholars are entitled to
immunity from coercion in matters of thought
and expression, and on the belief that the
mission of National University can be performed
only in an atmosphere free from administrative
or political constraints and tolerant of thought
and expression. Academic freedom is
fundamental for the protection of the rights of
both the faculty in teaching and the student in
learning. Academic freedom is also essential to
protect the rights of the faculty to freely discuss
and debate all ideas, however controversial or
unpopular, within National University or before
the broader community. The exercise of
academic freedom cannot serve as cause for
discipline, dismissal, or non-reappointment.
Academic freedom does not include
communication or material presented in class
that constitutes discrimination, sexual
harassment, illegal behavior, or encourages
students or others to engage in criminal
behavior.
2.17.2.3
In the event a Faculty member’s choice of course
materials is challenged, the burden will be on
the challenger to establish by material evidence
that the challenged material is academically
inappropriate for the course. The Dean will be
the academic administrator charged with
oversight of this process. The Dean will request
the Program or Course Lead Faculty to perform
an assessment of the allegedly inappropriate
material and make a determination of the
appropriateness of the materials. If the Program
or Course Lead Faculty’s or the Department
Chair’s materials are in question, the Dean will
request a Faculty member in the discipline to
assess the materials and make a determination.
Faculty Policies
•
Page 9
Notwithstanding the broad right of faculty
members to select and use academically
appropriate materials for their courses, faculty
members should be sensitive to the possibility
that some students in a course may find certain
materials to be personally offensive. Faculty
members can elect to alert students at the
beginning of their courses to any potentially
controversial course materials. Faculty members
may, but are not required to, provide suitable
alternative materials for students who find
particular course materials to be personally
offensive.
The right to academic freedom is the right of
every faculty member.
2.17.2.1
•
2.17.2.4
A faculty member who alleges a violation of his
or her academic freedom should notify in writing
his or her representative on the Faculty Senate
and the Chair of the Faculty Senate. The Chair
will direct the Faculty member’s complaint to
the appropriate Faculty Senate Committee for
investigation. The Committee will investigate
the charge to determine the merits of the
complaint. The Committee will report its
findings to the Senate and, if warranted,
recommend a remedy. The Senate will render a
finding and recommendation within 60
calendar days of the written notice to the
Faculty Senate.
2.17.2.4.1 Faculty members who believe that a violation of
academic freedom may have resulted in an
adverse personnel decision should contact their
representative on the Faculty Senate and the
Chair of the Faculty Senate in writing. The
Senate will investigate this claim and provide its
findings to the Provost, the President, and the
Faculty member, for use in any subsequent
personnel or grievance proceedings
2.17.3
Academic Responsibility and Professional
Ethics
2.17.3.1
The primary justification for academic freedom
is service to society’s need for independent
criticism and new ideas. Members of the
academic community, guided by a conviction of
the worth and dignity of the advancement of
knowledge, recognize this fundamental
responsibility.
2.17.3.2
The primary responsibility of the faculty is to
advance and preserve a body of common
knowledge, and to seek and state truth as they
see it. To this end, faculty members devote their
energies to enhancing their scholarly
competence. They accept the obligation to
exercise critical self-discipline and judgment in
10
using, extending, and transmitting knowledge.
They practice intellectual honesty. Although they
may follow subsidiary interests, these interests
must never hamper or compromise their
freedom of inquiry.
2.17.3.3
2.17.3.4
2.17.3.5
2.17.3.6
2.17.3.7
As teachers, faculty members encourage the free
pursuit of learning by their students. They hold
before students the best scholarly standards of
their discipline. They demonstrate respect for
the student as an individual, and adhere to their
proper role as academic guides and advisors.
They make every reasonable effort to foster
honest academic conduct and to assure that
their evaluation of student work reflects the true
merit of that work.
As colleagues, faculty members have obligations
that derive from their membership in the
community of scholars. They respect and defend
the free inquiry of their associates. In the
exchange of criticism and ideas, they show due
respect for the opinions of others. They
acknowledge academic debts and strive to be
objective in their professional judgment of
colleagues. They accept their share of
responsibilities for the governance of the
institution.
Faculty members seek above all to be effective
teachers and scholars. They are expected to
bring the currency of their daily professional
activities into the classroom. Although they
observe the stated regulations, they maintain
their rights to criticize them and seek revision.
Faculty determine the amount and character of
work they perform outside National University
with due regard to their paramount
responsibilities within it, as described in Articles
2.17.5 and 2.17.6. In making these judgments,
Faculty members ensure that their outside work
does not interfere with their responsibilities to
National University.
Faculty are expected to be cognizant of, and play
the appropriate role in, implementing all
academic policies and procedures.
Faculty members have the rights and obligations
of all citizens. When faculty members speak or
act as private persons, they avoid creating the
impression that they speak or act for National
University. As citizens engaged in a profession
that depends upon freedom for its health and
integrity, faculty members have a particular
obligation to promote conditions of free inquiry
and to further public understanding of academic
freedom.
2.17.4
Code of Conduct
2.17.4.1
Faculty are seen as leaders in the classroom and
are expected to provide a model of ethical
behavior for both students and others in the
community. Faculty are also expected to know
and adhere to the stated policies and procedures
of National University. Specific guidelines
regarding ethical conduct include, without
limitation, the following:
2.17.4.1.1 Faculty must provide their students with the
contractually agreed upon number of contact
hours in each of the classes they teach, with their
full attention and consideration devoted during
that contact time to the promotion of their
students’ achievement of the goals, objectives,
and competencies described in the relevant
University course syllabus as described in the
school guidelines. Documented, repeated failure
to provide students with the contractually agreed
upon number of hours of instruction may subject
a Faculty member to discipline following due
process as provided in Article 10.
2.17.4.1.2 Faculty must treat and grade students fairly and
objectively, and without reference to race,
ethnicity, national origin, religion, age, sex,
marital status, sexual orientation, pregnancy,
medical condition, physical or mental disability,
veteran status, or other prohibited categories.
Faculty members are required to implement
National University’s policy of equal opportunity
to ensure that there is no discrimination in the
treatment of students, including teaching,
grading, counseling, or other academic activities,
on the basis of race, ethnicity, national origin,
religion, age, sex, marital status, sexual
orientation, pregnancy, medical condition,
physical or mental disability, veteran status, or
other prohibited categories.
2.17.4.1.3 Faculty will not exploit students for the Faculty
member’s private advantage.
2.17.4.1.4 Faculty must not require students to reveal
personal information that might be used for
research data.
2.17.4.1.5 Faculty must refrain from involvement in an
intimate or otherwise inappropriate relationship
with any student who is enrolled in their courses
or with students with whom they have a
professional relationship or responsibility within
the context of National University.
2.17.4.1.6 National University is committed to providing an
environment free from harassment of or
National University
discrimination against any student, faculty
member, or other employee on the basis of race,
or veteran status.
2.17.4.1.6.1 Sexual harassment constitutes unwanted sexual
advances or visual, verbal, or physical conduct of
a sexual nature. Sexual harassment includes
many forms of offensive behavior and includes
harassment of a person who is the same sex as
the harasser. Sexual or gender harassment
includes, without limitation:
• Unwanted sexual advances;
• Offering employment or academic benefits in
exchange for sexual favors;
• Making or threatening reprisals after a
negative response to sexual advances;
• Visual conduct, e.g., leering, making sexual
gestures, displaying of sexually suggestive
objects or pictures, cartoons or posters;
• Verbal conduct, e.g., making or using
derogatory comments, epithets, slurs and
jokes;
• Verbal sexual advances or propositions;
• Verbal abuse of a sexual nature; e.g., graphic
verbal commentaries about an individual’s
body, sexually degrading words used to
describe an individual, suggestive or obscene
letters, notes or invitations;
• Harassment based on a person’s gender, such
as targeting a person for offensive or hostile
treatment because she is a woman;
• Physical conduct, such as touching, assault,
impeding or blocking movements.
2.17.4.1.6.2 Such conduct constitutes harassment when
submission to the conduct is made either an
explicit or implicit condition of receiving
employment or academic benefits; when
submission to or rejection of the conduct is used
as the basis for an employment or academic
decision; or when the harassment interferes with
an employee’s work performance or a student’s
academic performance, or creates an
intimidating, hostile, or offensive work or
academic environment.
2.17.4.1.6.3 Every reported student complaint of harassment
will be investigated thoroughly, promptly and in
a confidential manner by the Vice President for
Student Services. The Faculty member must be
informed at the same time the investigation is
initiated. National University will not tolerate
retaliation against any student, Faculty member
•
Faculty Policies
•
Page 11
or other employee for cooperating in an
investigation or for making a complaint.
2.17.4.1.7 National University is required to refrain from
discriminating against an otherwise qualified
student, Faculty member, or employee, including
applicants, and to make reasonable
accommodation to disabled students, Faculty
members, and employees, provided that the
accommodation does not require it to change the
fundamental nature or essential curricular
components of its programs. Reasonable
accommodation may include modification of
examination procedures and providing auxiliary
aids where necessary.
2.17.4.1.8 Faculty must report any conduct by a student
that could result in disciplinary action to the
Office of Student Affairs. The procedures for
reporting and investigating such conduct are
described in the General Catalog.
2.17.4.1.9 Amorous, dating, or sexual relationships that
might be appropriate in other circumstances
have inherent dangers when they occur between
a Faculty member, supervisor, or other member
of the National University community and any
person for whom they have a professional
responsibility. Among these dangers are that a
student or employee may feel coerced into an
unwanted relationship because they fear that
refusal to enter into the relationship will
adversely affect their education or employment;
that conflicts of interest may arise when a
faculty member, supervisor, or other member of
the National University community is required
to evaluate the work or make personnel or
academic decisions with respect to an individual
with whom he or she is having a romantic
relationship; that students or employees may
perceive that a fellow student or co-worker who
is involved in a romantic relationship will receive
an unfair advantage; and that if the relationship
ends in a way that is not amicable, either or both
of the parties may wish to take action to injure
the other party.
Faculty members, supervisors, and other
members of the University community who have
professional responsibility for other individuals,
accordingly, should be aware that any romantic
or sexual involvement with a student or
employee for whom they have such responsibility
may raise questions as to the mutuality of the
relationship and may lead to charges of sexual
harassment. For the reasons stated above, such
relationships are strongly discouraged.
12
For purposes of this section, an individual has
“professional responsibility” for another
individual at the University if he or she performs
functions including, without limitation, teaching,
counseling, grading, advising, evaluating, hiring,
supervising, or making decisions or
recommendations that confer benefits such as
promotions, financial aid awards, or other
remuneration, or that may impact upon other
academic or employment opportunities.
2.17.5
2.17.6
2.18
Faculty office hours are used for advising
students and for service to National University.
Faculty are required to provide eight hours per
week, preferably over no less than two days, to
fulfill their advising responsibilities to students
and to meet their other departmental, School,
regional, and University responsibilities, except
when on academic recess or when National
University is closed. Faculty will post hours or
otherwise communicate when they will be
available. Ordinarily, office hours will occur at a
location provided by National University, except
for E-Faculty or when the activity requires a
different location. Office hours will be proposed
by the individual Faculty member and approved
in the Faculty Development Plan by the
Department Chair and Dean.
Conflict of Interest
A conflict of interest typically occurs when
outside employment or consulting arrangements
put in question the impartiality, judgment,
effectiveness, or productivity of an employee in
the course of performing his or her duties or
responsibilities. In addition, Faculty members
should not engage in direct competition with
National University either personally or through
a firm in which they have a substantial interest,
nor should they use National University
resources (laboratories, studios, equipment,
computational facilities, and/or human
resources) for non-University purposes more
than incidentally without reimbursing National
University.
2.19
Before contemplating outside employment or
consulting activities, Faculty should disclose
potential conflicts to their Department Chair
and Dean.
2.20
Faculty Responsiveness
When not on academic recess, Faculty are
expected to respond to phone and email
messages in a reasonably timely manner. Faculty
are expected to participate in Department and
School meetings, and on appointed and elected
committees, unless on other University business
or academic leave.
Provision for Course Outlines
Faculty members will prepare a course outline
which describes clearly the scope, objectives,
expectations, and grading criteria for the course
in a manner consistent with full implementation
of National University’s syllabus for that course.
Conflict of Commitment
A conflict of commitment arises when a Faculty
member assumes outside professional
commitments or responsibilities that interfere
with the Faculty member’s discharge of
professional obligations to National University.
Not all outside commitments are necessarily
impermissible. Commitments and
responsibilities for which the Faculty member
receives remuneration may not exceed the
equivalent of eight hours out of a 40 hour work
week away from full-time Faculty duties. Such
activity which may lead to a conflict of
commitment must be included in the Faculty
member’s Faculty Development Plan. Should
such activity arise during the year the Faculty
member must inform the Department Chair and
the Dean.
Faculty Office Hours
2.20.1
Faculty members will provide to the Department
Chair or other appropriate party the course
outline which has been prepared for each course.
This will be done prior to the first meeting of the
course.
2.20.2
At the first class meeting or when the class goes
live online, Faculty will provide each student a
course outline which has been prepared for use
in that course.
National University
ARTICLE 3
FACULTY WORKLOAD
3.1
This section sets forth workload standards for
full-time Faculty in the areas of teaching,
scholarship, and service. Individual workloads
may vary from these standards as described
below. Specific application of these standards
will be explained in the Faculty Workload
Standard of Practice. These standards are
intended to help Faculty plan and schedule their
work; they do not define the standards of
performance used to evaluate Faculty for merit,
reappointment or promotion. Individual
workload expectations are set forth in the
Faculty member’s Faculty Development Plan, as
described in Article 8.7. Procedures for
approving and revising the Faculty Development
Plan described in Article 8.7 apply.
3.1.1
3.1.2
3.1.3
Page 13
Scholarship
3.1.3.1
Instructor: Participation in academic or
professional conference(s) or substantial
progress toward completion of a terminal
degree.
3.1.3.2
Assistant Professor: Annual submission of
scholarly work for presentation at peer-reviewed
academic or professional conference(s) or
publication, or equivalent work appropriate to
the discipline agreed upon by the Faculty
member and his or her Chair.
3.1.3.3
Associate Professor: Annual submission of
scholarly work for presentation at peer-reviewed
academic or professional conference(s) and
submission of scholarly work for peer-reviewed
publication once every three years, or equivalent
work appropriate to the discipline agreed upon
by the Faculty member and his or her
Department Chair.
3.1.3.4
Professor: Annual submission of scholarly work
for presentation at peer-reviewed academic or
Service
While it is recognized that service activities vary
from week to week, full-time Faculty are
expected to be available to serve the
Department, School, or National University’s
needs with an average commitment of
•
All full-time Faculty are expected to engage in
scholarly activity; examples of such activity are
described in Article 8.5. It is recognized that the
forms and quantity of scholarship will vary
depending on the Faculty member’s discipline
and the nature of the scholarly work in which he
or she is engaged, and that no single standard
based on, for example, the number of
presentations or publications in a given year can
be applied to measure the scholarly or creative
work of Faculty across National University.
These activities represent only the minimum
expected activities faculty should plan in
formulating their Faculty Development Plans;
they do not represent expected results or
outcomes on which faculty will be evaluated for
reappointment, promotion, or merit. Those
expected results or outcomes are detailed in the
Reappointment, Promotion and Merit SOP.
Specific expectations will be negotiated and
agreed upon by the Faculty and his or her
Department Chair.
Teaching
Teaching is the most important responsibility of
full-time Faculty members. Full-time Faculty
members are contracted to teach eight courses
per academic year, except as set forth in the
Faculty Workload Standard of Practice and the
Faculty member’s Faculty Development Plan.
Faculty Policies
approximately eight hours per week. Any
variation from this standard should be
negotiated and agreed upon by the Faculty
member and his or her Department Chair and
documented in his or her Faculty Development
Plan. Examples of Service are described in
Article 8.6. Office hour requirements are
described in Article 2.18.
Full-time Faculty Workload
Faculty workload is defined in terms of both
commitment of time and commitment of effort
or performance. Faculty are professionals and, as
such, plan the use of their own time to fulfill
their commitments and meet other professional
responsibilities. Additionally, it is not the
intention of Faculty or administrators to track
specific time requirements of Faculty efforts.
The commitment of time includes (1) the
obligation to meet course contact hours as
detailed in 2.17.4.1.1 and (2) office hours as
detailed in Article 2.18. The commitment of
effort includes instruction of courses and all
other aspects of teaching, scholarship and
service to National University. Faculty must plan
their time to accommodate the irregular nature
of much academic work.
•
14
professional conference(s) and submission of
scholarly work for peer-reviewed publication
once every two years, or equivalent work
appropriate to the discipline agreed upon by the
Faculty member and his or her Department
Chair.
ARTICLE 4
ACADEMIC RANK
4.1
4.2
Minimum Qualifications for Faculty
Ranks
4.2.1
Professor
4.2.1.1
Terminal degree in the primary discipline taught
or in a discipline that is recognized within the
field as related.
4.2.1.3
Evidence of excellence in teaching, scholarship,
and service.
4.2.3
Assistant Professor
4.2.3.1
field as related.
4.2.3.2
Evidence of or potential for excellence in
teaching, scholarship, and service.
4.2.4
Instructor
4.2.4.1
Master’s degree in primary discipline taught or
in a discipline that is recognized within the field
as related.
4.2.4.2
Evidence of, or potential for, excellence in
teaching and service.
4.2.5
Clinical Professor
4.2.5.1
Qualified terminal degree.
4.2.5.2
A minimum of 10 years clinical care experience
in the field related to the clinical appointment.
4.2.5.3
Evidence of excellence in teaching and in
scholarship or service to the discipline.
4.2.6
Clinical Associate Professor
4.2.6.1
Qualified terminal degree.
4.2.6.2
A minimum of five years clinical care experience
4.2.6.3
Evidence of excellence in scholarship or service
to the discipline.
4.2.7
Clinical Assistant Professor
4.2.7.1
Qualified Clinical degree.
4.2.7.2
A minimum of two years clinical care experience
4.2.7.3
Evidence of or potential for excellence in the
clinical teaching area.
General Guidelines
National University strives to select Faculty who
demonstrate particular competence in and
enthusiasm for the art of teaching, and in doing
so weighs academic and intellectual components
that contribute to the well-being of National
University. Eligibility for rank should be based in
part on the academic degrees held. Possession of
minimum qualifications for a rank makes a
Faculty member eligible for that rank but does
not entitle him or her to that rank. Rank and
term of initial appointment are determined
solely by the President in accordance with the
provisions of this Article and are set forth in a
letter of appointment. Criteria for
reappointment and promotion are delineated in
Article 8; processes for reappointment and
promotion are described in Article 9.
4.2.1.2
4.2.2.3
A minimum of 10 years of full-time Faculty
experience in higher education is normally
expected for appointment to the Professor rank.
Evidence of excellence in teaching, scholarship,
and service.
4.2.2
Associate Professor
4.2.2.1
field as related.
4.2.2.2
A minimum of five years of full-time Faculty
experience in higher education is normally
expected for appointment to the Associate
Professor rank.
National University
ARTICLE 5
FACULTY APPOINTMENTS:
CLASSIFICATIONS
5.1
Types of Appointment
5.1.1
Full-time, Regular
5.1.1.1
A Faculty member may be appointed in a School
by the President at a rank listed and described in
Article 4.2 with all the responsibilities and rights
of School and University Faculty.
A Faculty member who holds a joint
appointment (an appointment in more than one
School or one Department simultaneously) will
be considered as a full, regular voting member of
both Schools or Departments for School elections
or votes. However, a joint appointee will have
only one vote on University Faculty matters.
5.1.1.2
5.1.1.3
Regular full-time Faculty status requires Faculty
members to participate actively in the academic
life of National University and, except when on
academic recess, to be available for sufficient
hours to fulfill their academic responsibilities to
their students, Departments, Schools, regions,
and National University as described in Article
2.17 of these Faculty Policies.
5.1.2
Visiting
5.1.2.1
A Faculty member may be appointed as a
Visiting Faculty member in a School as described
in Article 5.1.1 for a period not to exceed one
year. The contract may be renewed after
discussion with the full-time Faculty in the
Department/School, the Department Chair, and
the School Dean for up to one year.
5.1.2.2
The official notification of appointment to
Visiting Faculty will indicate that the
appointment expires at the end of the period
stated.
5.1.2.3
A Visiting appointee may participate in School
activities, but may not vote in School elections.
5.1.3
Special Presidential Appointment
The President has the authority to make special
full-time Faculty appointments.
5.1.3.1
Such appointments will be outside the normal
budgeted positions of a School.
5.1.3.2
Such appointments will normally be on a oneyear contractual basis,
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Faculty Policies
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Page 15
5.1.3.3
A full-time, special Presidential appointee will
participate in and have voting privileges in
School activities.
5.1.3.4
Presidential appointees are required to complete
Faculty Development Plans and Annual
Activities Reports, as described in the Faculty
Policies.
5.1.3.5
Renewal of such appointments is at the sole
discretion of the President.
5.1.4
Time Bases for Appointments
Members of the full-time Faculty will receive a
nine and a half month appointment, excluding
the two and a half month academic recess
(5.1.4.1), which requires the Faculty member’s
presence on campus as prescribed in Article 2.18.
5.1.4.1
A full-time Faculty member’s two and a half
months of academic recess is planned leave time.
University holidays are not considered academic
recess.
5.1.4.2
A full-time Faculty member should take an
academic recess during the relevant academic
year.
5.1.4.3
Full-time Faculty members must receive prior
approval from the Department Chair and Dean
for taking any part of their academic recess in
order to assure that all Faculty responsibilities
can be reassigned during the leave period.
This approval will normally happen during the
initial review of the Faculty Development Plan
(FDP). Changes to the FDP must be made in
accordance with Article 8.7.1. Once approved
through the FDP process, academic recess may
not be revoked.
5.1.4.4
If a Faculty member is asked to perform service
to National University that interferes with a
previously approved period of academic leave
scheduled toward the end of the year, the Dean
will offer an agreed upon stipend if the academic
leave cannot be rescheduled prior to the end of
the year. The Faculty member has the right to
refuse to cancel or reschedule his or her
academic leave.
16
ARTICLE 6
FACULTY APPOINTMENTS:
POLICIES AND PROCEDURES
The President will have full power of appointment and the
final authority to approve appointments to all Faculty ranks.
6.1
Initial Full-Time Appointments
6.1.1
An initial appointment occurs when a person is
employed in one of the ranks listed in Article 4.2
if the individual’s immediately previous status
was either:
6.1.1.1
not in the employ of National University or
6.1.1.2
in the employ of National University but not
with a full-time Faculty rank.
6.1.2
Guidelines for Initial Appointments
6.1.2.1
No Faculty member will be deemed appointed in
the absence of a letter of appointment signed by
the President. An appointment may be made
jointly in more than one School or Department.
6.1.2.2
Official notification to a Faculty member of his
or her appointment will be contained in a signed
letter of appointment, which will include the
term of appointment, the assigned rank, any
credit for existing service, the assigned
School(s), and other conditions of employment in
accordance with the Faculty Policies.
6.2
Initial Full-time Hiring: Procedures
6.2.1
Funding
6.2.1.1
When budgeted positions are approved by the
President, National University will provide
sufficient funds to the School’s budget to carry
out adequate search activities. Funds will be
allocated for (i) advertising each new or
replacement Faculty position, (ii) interviewing a
group of qualified candidates, and (iii) bringing
qualified final candidates to National
University’s campus(es) or academic or learning
center(s).
6.2.1.2
It is the policy of National University that no
commitment, formal or informal, may be made
in the recruitment of a Faculty member to a
budgeted position prior to the written approval
of the Provost.
6.2.1.3
It is the responsibility of the Dean, prior to
initiating a search, to assure that funding is or
will be available for the appointment.
6.2.2
Recruitment: Policies and Procedures
National University’s recruiting program is
directed toward obtaining the most qualified
person for the position authorized.
6.2.2.1
The School Dean, in collaboration with the
Department Chair(s) and the School’s Faculty,
identifies new or open Faculty positions.
6.2.2.2
The School Dean will submit a justification for a
new Faculty opening and a recommendation for
approval to the Provost. Upon receiving official
approval for the position and search, the School
Dean, in consultation with the Department
Chair, will notify School Faculty and appoint a
Faculty Search Committee in accordance with
Article 6.2.3.
6.2.2.3
Screening, interviewing, and selection of finalists
for appointment to the regular full-time Faculty
are accomplished by action of a properly
constituted Faculty Search Committee.
6.2.2.3.1 A thorough and determined search for
candidates will be made both inside and outside
National University. It is National University’s
policy to provide equal opportunity for all
applicants and employees. National University
does not discriminate on the basis of race,
or veteran status. This policy applies to all areas
of employment, including recruitment, hiring,
training, promotion, compensation, and other
benefits. The equal employment opportunity
policy adopted by National University requires
the Faculty to follow a set of procedures ensuring
the fair consideration of women and designated
minority group candidates. The responsibility for
compliance with equal employment opportunity
policy resides in the first instance with the
administrator making the hiring
recommendation. However, the extensive
recruiting effort required for regular full-time
Faculty appointments is not required for the
following types of appointments:
6.2.2.3.1.1 Visiting titles for those individuals who are on
leave from another educational institution;
6.2.2.3.1.2 Non-salaried appointments; and
6.2.2.3.1.3 Appointments for one year or less.
6.2.2.4
All recruiting is subject to the limitation that
appointments must conform to established
University policies and the Faculty Policies.
National University
6.2.2.5
The time period and procedures for the
recruitment of a new Faculty appointee will be
determined by the Faculty Search Committee in
collaboration with the School Dean.
6.2.2.6
Production of advertising copy and placement of
ads will be coordinated through the School Dean,
in consultation with the Faculty Search
Committee. Faculty Search Committees will
approve final advertising copy and placement in
order to ensure academic quality. All advertising
copy should state that National University does
not unlawfully discriminate in any of its policies,
procedures or practices on the basis of race,
or veteran status.
6.2.3
6.2.4
6.2.4.1
At the end of its screening and interview process,
the Faculty Search Committee will submit a
report of the search procedures and an unranked
list of recommended candidates, with comments
•
Page 17
6.2.4.2
The School Dean and the Department Chair will
interview the final candidates forwarded by the
Faculty Search Committee. The School Dean, in
consultation with the Department Chair, will
submit a recommendation chosen from those
final candidates to the Provost, with a copy to the
Faculty Search Committee. The Provost will
make a recommendation to the President, who
approves all Faculty appointments. The
President, taking into consideration such
recommendations, will select the successful
candidate and make the appointment.
6.2.4.3
The complete files of the search and
appointment procedures should be retained in
the school for three years from the time of the
final recommendation to the School Dean.
ARTICLE 7
FACULTY WELFARE AND DEVELOPMENT
7.1
Sabbatical Leave
A sabbatical leave will be for purposes that
provide a benefit to National University.
7.1.1
A full-time Faculty member will be eligible for
sabbatical leave after having served full-time for
six years in higher education, with four of the six
years in residence at National University, and at
least six years after any previous sabbatical
leave.
There are two timetables for applying for and
granting sabbaticals detailed in the Sabbatical
Leave Guidelines published annually by the
Office of the Provost.
7.1.1.1
Typically, sabbatical leaves are granted for either
a full academic year at one-half salary or for onehalf academic year at full salary.
7.1.1.2
The number and duration of sabbatical leaves
granted by National University is contingent
upon the availability of financial resources and
the number of meritorious candidates.
7.2
Other Benefits
Procedures for the Faculty Search Committee
The Faculty Search Committee will seek input
from the School or Department Faculty, who will
have the opportunity to review the applications
and to interview the finalists, before the Faculty
Search Committee meets for its final
deliberations.
Faculty Policies
and appropriate documentation, to the School
Dean. A copy of the report will be submitted to
the Provost.
Composition of the Faculty Search Committee
The School Dean, in consultation with Faculty,
will determine the composition of Faculty Search
Committee(s) for all full-time positions within
the School. A Faculty Search Committee will
include at least three (3) voting Faculty
members from the Department, with
representation from the campus and discipline
for which the Faculty is being hired, except
where Faculty for new programs are being
selected, in which case Faculty from related
disciplines will serve. Current technology may be
used to provide an opportunity for Faculty
participation. A Faculty member from another
School may be invited to be a voting member of
the Faculty Search Committee. A part-time
Faculty member of the School may also be
invited to serve, but not as a voting member. The
Department Chair will not serve on a Faculty
Search Committee, but will be included in the
screening and interview process for all Faculty in
his or her Department. The Faculty Search
Committee will select its own chair.
•
In addition to academic recess and other benefits
provided in the Faculty Policies, Faculty are
entitled to all rights and benefits specifically
referenced in the University policies as applying
18
7.3
to Faculty or all University employees, or
provided by statute. Faculty may obtain a
description of the benefits and eligibility
requirements from the Department of Human
Resources. Faculty are encouraged to visit NU
online sites to review benefits, eligibility
requirements, and employment policies
applicable to Faculty. National University
reserves the right to modify or amend such
benefits at any time, but will discuss with the
Faculty Senate prior to implementation any
change that will increase costs or reduce benefits
to the Faculty.
ARTICLE 8
CRITERIA FOR REAPPOINTMENT,
PROMOTION, AND MERIT INCREASE
Disability
8.1
Reappointment, Reappointment
Deferral, and Non-reappointment
8.1.1
Faculty will be notified of reappointment,
reappointment deferral, or non-reappointment
decisions according to the timelines described in
Articles 9.3.1-3.
8.1.2
Reappointments at the Professor rank are
made for a minimum of eight years and up to ten
years.
8.1.3
Reappointments at the Associate Professor
rank are made for a minimum of six years and
up to eight years.
8.1.4
Reappointments at the Assistant Professor
rank are made for a minimum of four years and
up to six years.
8.1.5
Reappointments at the Instructor rank are
made for a minimum of two years and up to five
years. Moving from Instructor to Assistant
Professor is considered an initial appointment
at the Assistant Professor rank with a two (2)
year appointment.
Faculty members are entitled to all disability
leaves and other benefits provided by law or
National University, including, without
limitation, benefits provided under the Family
and Medical Leave Act (“FMLA”) and the
Americans with Disabilities Act (“ADA”),
Pregnancy Disability Leave, sick leave, health
insurance, and any discretionary leave of
absence. A Faculty member may schedule and
take any annual leave available at the time the
faculty submits the disability claim.
7.3.1
7.3.2
The University may terminate a Faculty
member’s employment if the Faculty member
incurs a disability that renders the Faculty
member unable to perform the essential
functions of the Faculty member’s duties and
responsibilities as described in these Faculty
Policies, even with reasonable accommodation,
for four months in any 12 months, which four
month period begins after the expiration of any
authorized disability leave. The University’s
ability to reasonably accommodate the Faculty
member is jointly reviewed by the Department
of Human Resources and legal counsel with
input from the attending physician. Based upon
this joint review and recommendation, as
determined in good faith by the President, the
Faculty member’s employment may be
terminated.
If a Faculty member’s employment is terminated
under this Section, the Faculty member will
receive payment of all earned salary, and other
benefits under any National University benefit
plan through the date of the Faculty member’s
termination. After the termination date,
National will not pay to the Faculty member any
compensation or other benefits.
National University strives to select and reappoint Faculty
who demonstrate particular competence, an enthusiasm for
the art of teaching, and support for National University’s
core values and mission. In selecting and reappointing
Faculty, National University weighs all the academic and
intellectual components that contribute to the well being of
its Faculty, its Schools and Departments, its students, and
its spirit of shared inquiry.
Reappointment Deferral
In the event that an Instructor, Assistant Professor,
Associate Professor or Professor, on applying for
reappointment following his or her initial appointment, has
been unable to perform at a level consistent with his or her
rank as described in Article 3.0, a reappointment decision
can be deferred through the extension of the current
contract for one to two years. A one year deferral may be
extended once for one additional year. Letters of evaluation
recommending a reappointment deferral should describe
specific areas in which the Faculty member must improve
in order to qualify for full reappointment and make specific
suggestions for improvement. This reappointment deferral
will include a remediation plan of professional
development, approved by the Dean in cooperation with the
National University
Promotion
8.2.1
Under normal circumstances, Faculty become
eligible for promotion according to the following
requirements:
8.2.1.1
A Faculty member at the Instructor rank will be
reassigned to the rank of Assistant Professor if
the Faculty member has been conferred the
terminal degree in his or her discipline or an
allied field.
8.2.1.2
A Faculty member at the Assistant Professor
rank will be considered eligible for promotion to
the rank of Associate Professor if the Faculty
member has been at the rank of Assistant
Professor for a minimum of five years.
8.2.1.3
8.2.1.4
A Faculty member at the Assistant Clinical
Professor rank will be considered eligible for
promotion to the rank of Associate Clinical
Professor if the Faculty member has five years
of qualified clinical care experience.
A Faculty member at the Associate Professor
rank will be considered eligible for promotion to
the rank of Professor if the Faculty member has
been at the rank of Associate Professor for a
minimum of five years and has a minimum of
ten years full-time Faculty experience.
8.2.1.5
A Faculty member at the Associate Clinical
Professor rank will be considered eligible for
promotion to the rank of Clinical Professor if
the Faculty member has 10 or more years of
qualified clinical care experience and evidence of
excellence in teaching.
8.3
Evaluation Criteria
No one set of evaluative criteria will satisfy the
need for careful, caring, and honest professional
assessment of the many roles and tasks assigned
to a Faculty member. In selecting the areas on
which evaluation will focus, the Faculty member
will refer specifically to his or her Faculty
Development Plan(s) submitted and approved by
the Department Chair(s) and Dean(s) and to the
Reappointment, Promotion and Merit SOP. Each
Faculty member under formal evaluative review
will make a written self-assessment to be
included in the documentation submitted in
support of the request for reappointment and/or
promotion.
Faculty Policies
•
Page 19
The activities listed in the following articles
under the headings of Teaching, Scholarship,
and Service are presented as examples of the
kinds of activities that fall within those
categories. However, these lists are not meant to
be all-inclusive, nor do these Faculty Policies
attempt to quantify the level of activity that
satisfies a given area of commitment. The levels
of activity in each area are likely to vary among
Faculty members. In addition to the evaluative
criteria described in this Article and in the
Reappointment, Promotion and Merit SOP,
other factors may be considered in the
evaluation and reappointment process, including
the Faculty member’s academic and professional
expertise in light of National University’s
specific and changing requirements, and
demonstrated support of National University’s
core values and mission.
Faculty member, to be described in the Faculty member’s
Faculty Development Plan. This remediation plan will be
included in the dossier for the next reappointment cycle.
8.2
•
8.4
Teaching Performance
Teaching is the Faculty’s most important
contribution to National University.
8.4.1
Faculty under formal evaluative review will make
a written self-assessment of their teaching to be
included in the reappointment/promotion
dossier.
8.4.2
Faculty will provide evidence of teaching
excellence, including, but not limited to, samples
of course syllabi, course outlines, assignments,
and graded student work.
8.4.3
Teaching performance will be evaluated by
observations by peers, the Department Chair,
and/or the School Dean. Class observations by
peers, Department Chairs, or School Deans will
be subject to a preliminary consultation with the
Faculty member. Observers must provide written
feedback to the Faculty member in a timely
manner.
8.4.4
The results of student evaluations of instruction
will be used as one element in the evaluation of a
Faculty member’s teaching but not as the sole
indicator.
8.4.5
Other factors to be considered in the assessment
of teaching performance may include use of
innovative teaching methodologies, evidence of
self-improvement of teaching skills, and
demonstration of professional practice in the
clinical setting, as applicable.
8.4.6
When evaluating a Faculty member’s teaching
effectiveness, consideration must be given to the
20
variety of demands placed on Faculty by the
types of teaching called for in various disciplines
and at various levels, and the number of
different course preparations.
8.4.7
Faculty participation in ongoing student
academic advising will be a component of the
evaluation of teaching.
8.5
Scholarship
Scholarship fulfills many functions, including but
not limited to, enhancing teaching, increasing
the expertise of Faculty within their disciplines,
and contributing to the further development of
those disciplines. Faculty should include a selfassessment of their scholarship. Scholarly
activities may include, but are not limited to, the
following:
8.5.1
Publication of scholarly books, monographs
(including textbooks and texts), articles, or
studies that have been subject to favorable
external review by academic peers/experts in the
field;
8.5.2
Production of research which has been subject to
external peer review and presented or published;
8.5.3
Essays or articles that appear in externally peerreviewed publications or other media;
8.5.4
Film and video productions and other creative
achievements that are disseminated and
externally reviewed by academic peers and
experts in the field;
8.5.5
Preparation, submission and receipt of grants;
8.5.6
Presentation of scholarly papers or other work at
professional meetings, conferences, or symposia;
8.5.7
Curricular or program development when it has
been reviewed externally by academic peers,
accrediting bodies, or experts, and presented or
published in an externally refereed venue;
8.5.8
Editing or refereeing the work of peers for
publication or presentation;
8.5.9
Invitation to be chairperson or discussant at
professional conferences;
8.5.10
Presentation in areas of expertise for peerreviewed continuing education units required for
state or national licensure.
8.6
Service
This may include service to the National
University System, National University, the
Faculty member’s individual School, region,
Department, profession, or community. Service
activities may include, but are not limited to, the
following:
8.6.1
Service to the National University System,
National University, School, region, Department
or program, and students (e.g., Department
Chair work, committees, Faculty Senate work,
special assignments, task forces, or projects);
8.6.2
Participation in the recruitment, selection,
appointment, and mentoring of full-time and
part-time Faculty;
8.6.3
Curriculum development;
8.6.4
Program service such as staffing classes,
participating in scheduling meetings, writing
reports, reviewing course outlines, and
participating in assessment activities;
8.6.5
Development of and participation in professional
growth programs for full-time and part-time
Faculty;
8.6.6
Organization of seminars, panels or colloquia;
8.6.7
Outreach to the community with a view toward
forming relationships that benefit National
University;
8.6.8
Exemplary professional practice (e.g.,
organization and supervision of training
programs, continuing education programs,
consulting);
8.6.9
Service to and participation in professional
organizations and societies;
8.6.10
Service to the community-at-large that is
relevant to one’s academic discipline;
8.6.11
Assuming special administrative responsibilities
or assignments that foster the welfare of
National University;
8.6.12
Working in a collegial manner with University
colleagues and staff.
National University
8.7
Faculty Development Plan and
Annual Activities Report
8.7.2
Newly hired Faculty will work with the
Department Chair to develop a FDP covering
the remainder of the academic year. The FDP
should be approved and in place within one
month of the new Faculty member’s date of hire.
8.7.2.1
Faculty Development Plan (FDP)
8.8
The FDP outlines proposed professional
activities in the areas of teaching, scholarship,
and service, as well as planned academic recess.
The FDP covers the upcoming academic year
from July 1 through June 30. The FDP will be
developed in collaboration with the Department
Chair, taking into account the needs of the
Faculty member, his or her Department, School,
and region, and of National University as a
whole. A template form for the FDP will be
developed and, as needed, modified by the
Faculty Senate and approved by the Provost.
Any deviations from the normative expectations
noted in Article 3.0 should be agreed upon by
both the Faculty member and the Department
Chair and School Dean.
8.7.1.1
Deviations from the FDP
In the event of changes during the year that
affect the Faculty member’s workload in any
area, an addendum to the FDP reflecting these
changes will be negotiated by the Faculty
member and the Chair and approved by the
Dean. Such additions to the Faculty member’s
workload should be compensated for by
comparable workload reductions or monetary
stipend. Such additions to the Faculty member’s
workload that are not accompanied by
comparable reductions or stipend will be
considered in the Faculty member’s evaluation
for merit.
Faculty Policies
•
Page 21
Annual Activities Report (AAR)
The AAR is a brief report of the Faculty
member’s activities and accomplishments during
the preceding academic year. The AAR will be
made in the form of comments under each
section (Teaching, Service and Scholarship) of
the preceding year’s FDP and should specifically
note areas in which the Faculty member’s
activities fulfilled or varied from the FDP for
that year.
Faculty will submit an Annual Activities Report
(AAR) of the previous year and a Faculty
Development Plan (FDP) for the coming year to
the Department Chair by June 1. The
Department Chair and Dean will review these
documents, provide feedback and request
changes if needed, and approve a final version of
the FDP no later than August 15.
8.7.1
•
Feedback
The Chair will communicate any concerns
regarding the AAR to the Faculty member in
writing.
Merit Pay
The main purposes of the merit pay are to
reward meritorious performance and to motivate
the Faculty to higher levels of performance. The
performance criteria should be agreed upon by
the Faculty member, Department Chair, and
Dean and clearly defined in the Faculty
Development Plan.
8.8.1
Merit Levels
There are three merit levels, determined by the
Faculty member’s performance in the three
areas of teaching, scholarship, and service:
• Level One: the Faculty member is
performing above expectations in one area
and at expected levels in two areas.
• Level Two: the Faculty member is performing
above expectations in two areas and at
expected levels in one area.
• Level Three: the Faculty member is
performing above expectations in all three
areas.
If a Faculty member performs below expectation in any
area, the Faculty member will not be considered for merit.
A Faculty member who qualifies for one of the levels for
merit, but whose salary is at the top of the salary range for
his or her rank, will receive the merit award as a one-time
payment. Examples of expected and above expected levels
of accomplishment will be provided by the Faculty Senate in
collaboration with the Office of the Provost. The
Reappointment, Promotion, and Merit Standard of Practice
will define a range of percentage increases for each level of
merit.
22
ARTICLE 9
PROCESSES FOR FACULTY
REAPPOINTMENT, PROMOTION, MERIT,
AND SABBATICAL LEAVE APPLICATIONS
AND DECISIONS
9.1
General Provisions
9.1.1
Definition of the Faculty Review Dossier
The Faculty review dossier is a Faculty member’s
academic personnel record which is prepared by
the Faculty member and retained by the Provost
for purposes of considering personnel actions
under the relevant criteria, as described in
Article 8.0, and will contain only material
relevant to these purposes. Final decisions
concerning reappointment, reappointment
deferral, non-reappointment, and promotion will
be based primarily upon the material contained
in the Faculty member’s review dossier.
9.1.1.1
A Faculty member must be informed promptly
by the Office of Academic Affairs when any
materials are placed in his or her Faculty review
dossier. A Faculty member may challenge the
inclusion of materials in his or her Faculty
review dossier by written appeal to the Provost.
9.1.2
Form and Content of the Faculty Review Dossier
9.1.2.1
Faculty will prepare the Faculty review dossier
based on a format provided by the Provost and
approved by the Faculty Senate. The following
materials must be placed in a Faculty member’s
Faculty review dossier:
research papers; juried media presentations;
presentations at conferences or professional
associations; or receipt of instructional,
curricular or other educational grants;
9.1.2.2.3 Information concerning University and public
service, including participation in peer review;
service to a School, Department or program;
development of a professional growth program;
or service on the Faculty Senate or other
committees;
9.1.2.2.4 Letters of evaluation and support.
9.1.3
Access to Faculty Review Dossier
9.1.3.1
Faculty review dossiers are retained in the Office
of Academic Affairs, in the custody of the
Director of Academic Program Management,
during the review process. Faculty members will
have access to their Faculty review dossiers, upon
request, by making arrangements with the
Director of Academic Program Management for
an appointment to inspect the Faculty review
dossier.
9.1.3.2
Other parties authorized to access a Faculty
member’s Faculty review dossier include
9.1.3.2.1 members of a SPC of the Faculty member’s
School;
9.1.3.2.2 the Chair of the Faculty member’s Department;
9.1.3.2.3 the Dean of the Faculty member’s School;
9.1.3.2.4 members of the UFPC;
9.1.2.1.1 A summary of all teaching evaluations and
teaching assignment information;
9.1.3.2.5 the Office of Academic Affairs, the Provost, the
President, and the Board of Trustees;
9.1.2.1.2 Written self-assessments of teaching,
scholarship, and service, including a reflection
on FDPs and AARs for the period under review.
9.1.3.2.6 the Chair of the Faculty Senate Academic
Personnel Committee;
9.1.2.2
Materials which may be placed in a Faculty
member’s Faculty review dossier at the
discretion and direction of the Faculty member
include, but are not limited to, the following:
9.1.2.2.1 Information regarding teaching performance,
including peer and administrative observations
and evaluations, and a statement of teaching
philosophy;
9.1.2.2.2 Information concerning externally peer reviewed
research and professional activities, including
publication of books, monographs, articles, or
9.1.3.2.7 any other individual approved in writing by the
Faculty member and the Provost.
9.1.3.3
A log will be maintained at the front of each
Faculty review dossier indicating each instance in
which the Faculty review dossier is accessed by
either the Faculty member or any other
authorized party. The Faculty member and any
other authorized party will have access to the log.
To preserve the integrity and authenticity of the
Faculty review dossier, neither the Office of
Academic Affairs nor any other party will make
copies of a Faculty review dossier. The Faculty
National University
member may request copies of some parts of his
or her dossier from the Office of Academic
Affairs. The dossier will not be removed from the
Office of Academic Affairs until the review
process has been completed and the Faculty
member is notified of the decision.
9.1.4
9.1.6
9.1.4.2
Opportunity for the Faculty member to review
all material in the Faculty review dossier.
9.1.4.3
Opportunity for the Faculty member to
contribute to the Faculty review dossier. In order
to allow the Faculty member to respond in
writing to any comments by reviewers, copies of
all letters of review by Department Chairs, SPC,
Deans, the UFPC, and the Provost must be
provided to the Faculty member by the author of
the letter at least one week before the deadline
for the next level of review.
9.1.4.4
Clearly defined grievance procedures, as
described in Article 11.0.
9.1.5
Procedural Safeguards in the Academic
Personnel Review Process.
9.1.5.1
Before any review regarding reappointment or
promotion is initiated, the Office of Academic
Affairs will provide written notice to the Faculty
member of his or her impending review and all
relevant deadlines, with a copy to the
Department Chair, Dean(s), and the Chair of
the SPC.
9.1.5.2
9.2
9.1.5.2.2 Supply pertinent information and/or evidence;
9.1.5.2.3 Suggest, where relevant, names of persons to be
solicited for letters of evaluation;
9.1.5.2.4 Provide in writing to the School Dean names of
persons who, for reasons set forth by the Faculty
member, might not objectively evaluate the
Faculty member’s qualifications and
Page 23
Personnel Files
Academic Personnel Review Process
for Reappointment and Promotion
In reviewing Faculty for reappointment and/or
promotion, Department Chairs, SPCs, Deans,
the UFPC, and the Provost will be guided by the
criteria described in Article 8.0. Faculty dossiers
will be the primary source of information.
All recommendations will take the form of
letters describing in detail the basis for the
evaluation of the Faculty member’s performance
in three areas: teaching, scholarship, and service.
Letters should refer to evidence contained in the
dossier, including the letters of other reviewers,
and may note any lapses of evidence in the
dossier. Where evidence not included in the
dossier is used as the basis for evaluation, that
evidence should be clearly identified. The
process of review will occur in the following
order and conforming to the deadlines
established by the Provost as set forth in Article
9.4.
9.2.1
Recommendations of Department Chair
The Department Chair will submit a copy of this
recommendation simultaneously to the Faculty
member, the SPC, the School Dean, the UFPC,
the Provost, and the Chair of the Faculty Senate
Academic Personnel Committee for inclusion in
the Faculty review dossier.
At each stage of the process, Faculty members
will have the right to
9.1.5.2.1 Ask questions;
•
The Office of Academic Affairs will also
maintain a separate personnel file for each fulltime Faculty member. These files will include,
but are not limited to, letters of appointment
and personnel actions. Faculty members will
have access to their own file upon request to the
Office of Academic Affairs.
Safeguards to Ensure Due Process
Notification of the Faculty member by the Office
of Academic Affairs of the addition of any
material to the review dossier as required in
9.1.1.1.
Faculty Policies
performance. Such statements will be included
in the Faculty review dossier.
The following safeguards are provided in the
Faculty review process:
9.1.4.1
•
9.2.2
Recommendation of SPC
The SPC will submit a copy of this
member, the Department Chair, the School
Dean, the UFPC, the Provost, and the Chair of
the Faculty Senate Academic Personnel
Committee for inclusion in the Faculty review
dossier.
24
9.2.3
9.2.4
Recommendations by the School Dean
9.3
Notice of Reappointment Decisions
The School Dean will submit a copy of this
member, the Department Chair, the SPC, the
School Dean, the UFPC, the Provost, and the
Chair of the Faculty Senate Academic Personnel
Committee for inclusion in the Faculty review
dossier.
9.3.1
Faculty whose current appointment is for less
than two years will receive a letter regarding the
reappointment decision at least three months
before the end of the appointment period.
9.3.2
Faculty whose current appointment is for at least
two years but less than three years will receive a
letter regarding the reappointment decision at
least six months prior to the end of the
appointment period.
9.3.3
Faculty whose current appointment is for three
or more years will receive a letter regarding the
reappointment decision at least 12 months
before the end of the appointment period.
9.3.4
The period to be reviewed for reappointment will
be the current period of appointment.
9.3.5
To allow for letters regarding the reappointment
decision to be issued per Articles 9.3.1-3, the
Provost will notify individual Faculty members of
the relevant timelines and deadlines for
submitting their applications for reappointment
at least two months prior to the earliest date by
which their applications would be due.
9.3.6
The Faculty member has the right to request
deferral of the reappointment decision to a later
time in the academic year. By doing this, the
Faculty member gives up the right to be notified
according to the timelines set forth in Articles
9.3.1-3.
9.3.7
A Faculty member may, on the basis of some
special or unusual circumstance (e.g., to allow
implementation of a long-term grant or approved
research project), request the Provost to
recommend that a review and letter regarding the
reappointment decision be furnished earlier or
later than the dates specified in Articles 9.3.1-3.
9.3.8
In recommending reappointment,
reappointment deferral, or non-reappointment,
the Department Chairs, SPCs, Deans, the
UFPC, and the Provost will identify the area(s)
of performance which constitute the basis for
their recommendation(s).
9.4
Merit Process
9.4.1
The period of review will begin on the date on
which the Faculty member last submitted an
application for a merit increase, but not to
exceed the previous two years.
Recommendation of UFPC
The UFPC will submit a copy of this
School Dean, the Provost, and the Chair of the
Faculty Senate Academic Personnel Committee
for inclusion in the Faculty review dossier.
9.2.5
Recommendation of the Provost
The Provost will send copies of his or her
School Dean, the UFPC, and the Chair of the
Faculty Senate Academic Personnel Committee
for inclusion in the Faculty dossier.
9.2.6
Decision of the President
After review and consideration of all the
recommendations and responses to the
recommendations received regarding
reappointment and/or promotion, the President
decides and informs the Faculty member in
writing of the personnel action. In addition, the
Department Chair, the SPC, the Dean, the Chair
of the Faculty Senate Academic Personnel
Committee, the Provost, and the Office of
Academic Affairs are informed of this decision.
9.2.7
9.2.8
Letters of recommendation must be sent by the
established deadlines so that Faculty members
have adequate time and opportunity to submit
written responses prior to subsequent reviews of
the dossier as set forth in 9.2.8.
Faculty Response to Recommendations
The Faculty member may, at any point in the
review process, submit a written response to any
of the letters of review. This letter should be
submitted to the Office of Academic Affairs for
inclusion in the Faculty review dossier. However,
previous levels of review may not respond to such
responses.
National University
9.4.2
9.4.3
9.4.4
9.4.5
9.4.6
The Faculty member will send a letter, not to
exceed three pages, to the Department Chair
requesting a merit salary increase. In this letter
the Faculty member reports his or her
meritorious performance based on the criteria
agreed on in his or her FDP, including all
addendums and any additional information that
supports the application for merit.
The Department Chair will evaluate the
Faculty’s request based on the FDP and the
letter submitted by the Faculty member. The
Department Chair will send his or her
recommendation, including the recommended
merit level if merit is recommended, with any
supporting documents, to the Faculty member,
the SPC, and the Chair of the Faculty Senate
Academic Personnel Committee. The Chair’s
letter should explain his or her rationale for the
recommendation, based on his or her evaluation
of the Faculty member’s performance.
The SPC will review the Faculty member’s
application and the Chair’s recommendation,
and will in turn send its recommendation,
including the recommended merit level if merit
is recommended, with any supporting
documents, to the Faculty member, the School
Dean, and the Chair of the Faculty Senate
Academic Personnel Committee. The SPC’s
letter should explain its rationale for the
recommendation, based on its independent
evaluation of the Faculty member’s performance.
The Dean will review the Faculty member’s
application and the recommendations of the
Chair and SPC, and will in turn send his or her
recommendation, including the recommended
merit level and percentage to be awarded if merit
is recommended, with any supporting documents,
to the Faculty member, the Provost, and the
Chair of the Faculty Senate Academic Personnel
Committee. The Dean’s letter should explain his
or her rationale for the recommendation, based
on his or her independent evaluation of the
Faculty member’s performance.
The Provost will review the Faculty member’s
application and the recommendations of the
Chair, SPC, and Dean, and will in turn send his
or her recommendation, including the
recommended merit level percentage to be
awarded if merit is recommended, with any
supporting documents, to the Faculty member,
the President, and the Chair of the Faculty
Senate Academic Personnel Committee. The
Provost’s letter should explain his or her
rationale for the recommendation, based on his
•
Faculty Policies
•
Page 25
or her independent evaluation of the Faculty
member’s performance.
9.4.7
The President will review all submitted
documents and make the final decision.
9.4.8
If the Faculty member wishes to challenge the
recommendations at any level, he or she can do
so by writing to the next level of review and
sending a copy to the Chair of the Faculty Senate
Academic Personnel Committee. Such letters
must be forwarded, along with the
recommendation letters and any supporting
documents, to all subsequent levels of review.
However, previous levels of review may not
respond to such letters.
9.4.9
The Faculty Senate will report to the Provost any
substantive concerns regarding perceived
inequalities or other problems in the merit
process, unless the perceived inequalities exist at
the Provost level in which case the report is
submitted to the President.
9.4.10
Merit salary increases will be effective July 1 of
each academic year.
9.4.11
Deadlines for submission of merit applications
and evaluations by reviewers will be published
each year as described in Article 9.4.
9.5
Sabbatical Leave Process
9.5.1
An eligible Faculty member may apply for
sabbatical leave by submitting an application to
the School Dean, the SPC, and the UFPC, with a
copy being sent to the Department Chair.
9.5.1.1
A sabbatical leave application will include a
statement of the purpose and expected outcomes
of the sabbatical; a description of the proposed
project(s); National University resources, if any,
that would be required; and a statement of the
length of leave requested, which will not exceed
one academic year.
9.5.2
The SPC will review all sabbatical leave
applications from its School, rank them, and
forward its rankings and recommendations to
the School Dean. The SPC will also inform each
Faculty member from its School who has applied
for a sabbatical leave of its recommendation
concerning, and ranking of, that Faculty
member’s individual application, with a copy
being sent to the Department Chair.
9.5.3
The School Dean will rank all sabbatical
applications received from the SPC. The Dean
26
will forward recommendations and rankings,
along with a copy of the SPC’s recommendations
and rankings, to the UFPC, with copies to the
SPC, the Provost, and the Department Chair.
The School Dean will also inform each Faculty
member from his or her School who has applied
for a sabbatical leave of his or her
recommendation concerning, and ranking of,
that Faculty member’s individual application.
9.5.4
The UFPC will rank all sabbatical applications
received from the Dean and the SPC. The UFPC
will forward recommendations and rankings,
along with a copy of the Deans’ and the SPCs’
recommendations and rankings, to the Provost,
with copies to the Deans, the SPCs, and the
Department Chairs. The UFPC will also inform
each Faculty member who has applied for a
sabbatical leave of its recommendation
concerning, and ranking of, that Faculty
member’s individual application.
9.5.5
The Provost will make a recommendation
regarding the granting of sabbatical leaves to
the President. Copies of this recommendation
will be sent to the SPCs, the UFPCs, and the
School Deans. The Provost will also send a copy
of his or her recommendation regarding an
individual Faculty member’s application for
sabbatical leave to that Faculty member and to
the Department Chair.
9.5.6
The President’s decision to award a sabbatical
leave must be approved by the Board of Trustees.
9.5.7
Upon completion of a sabbatical leave, the
recipient will write a report that summarizes the
outcomes of the sabbatical, the goals achieved,
the benefits to National University, and the use
of resources. The report will be submitted to the
Provost, the UFPC, and the Faculty member’s
Dean, Department Chair and SPC.
9.6
Calendar of Due Dates
9.6.1
On or before July 15 of each academic year, or at
least two months prior to the earliest date by
which applications would be due, a calendar of
due dates for the various stages of the evaluation
process leading to letters of reappointment,
reappointment deferral, non-reappointment,
awarding of merit increases, promotion, and
sabbaticals will be published by the Provost.
The stages in the evaluation process for which
due dates will be published include the following:
the submission of the Faculty development plan,
the Faculty review dossier, and materials
required for merit and sabbatical requests; the
submission of recommendations by the
Department Chairs, SPCs, Deans, the UFPC,
and the Provost; and notification of final
decisions regarding all Faculty personnel actions.
9.6.2
Each reviewer or reviewing body will be allowed
at least 14 calendar days to review applications
and make recommendations.
9.6.3
Faculty members who wish to be considered for
reappointment, promotion and merit pay
increases should indicate their request in writing
to the Department Chair and to the Provost no
later than the applicable due date as stated in
the timeline published by the Provost.
9.6.4
Presidential Appointees requesting
reappointment will submit a letter requesting
reappointment to their School Dean and the
Provost. The letter of request and copies of the
current year’s Faculty Development Plan and the
preceding year’s Annual Activities Report (per
Article 8.7) are due no later than June 1. The
School Dean will write a recommendation to the
Provost. The Provost will review the Dean’s
recommendation and write a recommendation to
the President. The process described above is
advisory. Reappointment is at the sole discretion
of the President.
ARTICLE 10
FACULTY DISCIPLINE FOR CAUSE AND
INVOLUNTARY LEAVE
10.1
Discipline for Cause
A Faculty member may be disciplined or
dismissed before the expiration of his or her
appointment only for cause, which is limited to
violation of University policies, the Full-time
Faculty Agreement, or section 2.17 of the Faculty
Policies (“Rights and Responsibilities”). Nonreappointment is not considered either a
discipline or dismissal for cause. Faculty may be
placed on involuntary leave with full pay and
benefits during the discipline for cause process.
10.1.1
In any case where the Provost considers that
cause exists for pursuing the charge(s) against a
Faculty member, the Provost will send a letter to
the Faculty member informing him or her about
the charges. The letter should specify the policy
the Faculty member is alleged to have violated,
the specific circumstances of the alleged
violation, and any evidence submitted to the
National University
Provost to support the allegation. The Faculty
member has the right to review and copy all
evidence and documents supporting the charges.
10.1.2
10.1.3
If the Faculty member admits the charge(s), the
disciplinary procedure described in Article 10.1.6
will be followed.
If the Faculty member disputes the charge(s),
the Provost will appoint a designee to conduct
the initial investigation. The investigation
should follow the due process procedures
common in such cases. It should include the
review of any and all documents germane to the
issue and the interviewing of all persons who
may have information pertinent to the matter.
The Faculty member should be interviewed as
well. A copy of the results and findings of the
investigation should be provided to the Faculty
member within 10 calendar days of completion
of the investigation. The Faculty member has
the right to review and, if necessary, make copies
of all evidence collected during the investigation.
The Faculty member has 10 calendar days from
documented receipt of the investigation report
to respond in writing. The Faculty member will
be given an opportunity to meet formally with
the Provost to discuss the findings of the
investigation within 10 calendar days of the
Provost receiving the Faculty member’s
response.
10.1.4
Within 10 calendar days after receiving the
Faculty member’s response to the investigative
report, the Provost will provide a letter detailing
the proposed action and rationale to the Faculty
member. Upon receipt of the letter detailing the
proposed action and rationale, the Faculty
member will have 15 calendar days to respond in
writing. The Faculty member may challenge the
rationale for the proposed decision and/or the
validity of the evidence used to reach that
decision.
10.1.5
Disciplinary action should be progressive except
in cases of serious misconduct, and the Faculty
member should be given an opportunity to
correct offending behavior before the next step
is taken. Progressive disciplinary actions include,
without limitation;
10.1.5.1
Letter of Warning: A letter of warning
indicates that the Administration is not taking
any immediate steps on the matter at this point,
but indicates that both the Faculty and the
administration are aware of the situation. Such a
letter is to remain in the Faculty’s personnel file
for three years. After three years the letter is
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Faculty Policies
•
Page 27
removed, and the matter is considered closed
and cannot be used in any further personnel
actions. The Faculty member has the right to
submit a letter of rebuttal which will be placed
in the Faculty member’s personnel file.
10.1.5.2
Formal Letter of Reprimand: A formal letter
of reprimand places the Faculty member on
notice that the incident or situation investigated
is of a serious nature and requires an
acknowledgement and corrective actions by
the Faculty member. This letter is retained in
the Faculty member’s personnel file indefinitely.
The Faculty member may file a grievance in
accordance with Article 11. The grievance
process begins at 11.1.1.2 for the appeal of a
discipline for cause under Article 11.
10.1.5.3
Leave from Duties without Pay: When the
discipline for cause process results in this level of
disciplinary action, the Faculty member is
immediately placed on leave without pay for a
maximum of 30 calendar days but retains health
benefits. The Faculty member may file a
grievance in accordance with Article 11. The
grievance process begins at 11.1.1.2 for the
appeal of a discipline for cause under Article 11.
If the grievance process results in a decision to
overturn the leave without pay, National
University will reimburse the Faculty member
for any lost wages.
10.1.5.4
Dismissal: When the discipline for cause
process results in this level of disciplinary action,
the Faculty member has 15 calendar days from
documented receipt of the letter to file a
grievance under Article 11. The grievance
discipline for cause under Article 11. If the
Faculty member files a grievance, the Faculty
member’s salary and benefits continue for a
maximum of 90 calendar days during the
grievance process. If the grievance process
results in a decision to overturn the dismissal
without pay, National University will reimburse
the Faculty member for any lost wages. If the
Faculty member does not file a grievance, the
Faculty member is terminated at the end of the
15 calendar days and all salary and benefits will
cease.
10.1.6
After making a final decision, the Provost, will
advise the Faculty member of, and provide the
reasons for, the decision and any disciplinary
action. A copy of the decision will be provided to
the President, the Chair of the Faculty Senate,
and the School Dean. The decision of the
Provost may not be appealed, but under three
28
levels of disciplinary action (10.1.5.2-4) the
Faculty member may file a grievance in
accordance with Article 11. The grievance
discipline for cause under Article 11.
10.2
also intended to implement National
University’s policy of equal employment
opportunity, and to ensure that no Faculty will be
subject to unlawful discrimination on the basis of
academic freedom, race, ethnicity, national
origin, religion, age, sex, marital status, sexual
orientation, pregnancy, medical condition,
physical or mental disability, or veteran status in
any activity under the control of National
University. National University is committed to
providing an environment that is free of
harassment or discrimination of any student,
Faculty member, or other employee on the basis
of race, ethnicity, national origin, religion, age,
sex, marital status, sexual orientation,
pregnancy, medical condition, physical or mental
disability, or veteran status. Any dispute relating
to a Faculty member’s employment with
National University, including any decision
regarding non-reappointment, promotion, merit
increase, academic freedom, discipline or
dismissal for cause, or involving a complaint of
discrimination or violation of prescribed
procedures, may be reviewed under these
procedures.
Reductions in Positions
Faculty positions may be eliminated if reductions
in Faculty become necessary due to the
elimination of a School, Department, or
program; reorganization; or a condition of
financial exigency. This potentially necessary
tool for National University will not be construed
as placing any Faculty in “at will” employment.
In all such cases National University will make a
reasonable best effort to transfer the affected
Faculty member to other positions within
National University. Retirement benefits
accrued through University service will not be
forfeited as a result of such action. Length of
service and rank may be given consideration for
determining retention in any reduction in
Faculty numbers.
10.2.1
In all such cases the President or the Provost will
meet with the officers of the Faculty Senate to
formally document the conditions that
necessitate the action(s) to be taken pursuant to
Article 10.2 and provide a plan to reassign the
affected Faculty members.
The Provost will be responsible for processing
the grievance under the Faculty grievance
procedures, including grievances arising out of
alleged unlawful discrimination and harassment,
except when the Provost is named in the
grievance. In such cases, the President will
designate an individual to assume this role. The
equal employment opportunity officer will be
provided copies of all complaints alleging
unlawful discrimination and harassment.
ARTICLE 11
FACULTY GRIEVANCES
Only the President is empowered by the Board of Trustees
to take action relating to initial appointments,
reappointments, non-reappointments, promotions,
discipline or dismissal for cause, or elimination of Faculty
positions. In such actions the President is advised by the
Provost, the School Dean(s), and the applicable Faculty
committee(s). The Provost may be authorized by the
President to take action relating to initial appointments,
reappointments, non-reappointments, promotions,
discipline or dismissal for cause, or elimination of Faculty
positions. In such actions the Provost is advised by the
Dean(s) and the appropriate Faculty committee(s).
11.1.1
Formal Procedures
11.1.1.1
A formal grievance, to be heard, must be made
in writing no later than 30 calendar days from
the documented date that the Faculty member
was made aware of the decision or action giving
rise to the grievance, except in cases of dismissal
as described in Article 10.1.5.4, when time for
filing is 15 calendar days. The grievance should
be specific, include the evidence upon which it is
based, and specify the remedy sought. The
grievance is filed directly with the Provost.
11.1
11.1.1.2
The grievance is filed pursuant to Articles
10.1.5.2-4. The Provost will appoint a review
panel in cases involving allegations of
discrimination, discipline for cause or nonreappointment. In all other cases, the
appointment of a review panel will be within the
discretion of the Provost.
Faculty Grievance Procedures
The following procedures are established to
enable full-time Faculty members to seek a
review of personnel decisions if they have reason
to believe that prescribed procedures have not
been followed. These grievance procedures are
National University
11.1.1.3
If a review panel is not appointed, the Provost
will discuss the matter with all parties to the
grievance, investigate and ascertain the facts,
obtain any necessary additional information, and
prepare written findings and recommendations.
The Provost will make every attempt to resolve
the matter within 30 calendar days.
11.1.1.4
If a review panel is appointed, the Provost, or
designee, will make the necessary appointments
within 15 calendar days of receipt of the request
for a review panel. Once established, the review
panel should begin its review within 15 calendar
days and, once the review has begun, should
make every attempt to complete its review and
its draft report within 30 calendar days.
11.1.1.5
A review panel will consist of three full-time
Faculty members. All three members should be
impartial. One will be chosen by the grievant
and another by the School Dean. A third
member who is acceptable to both the grievant
and the Dean will be selected by the Faculty
Senate Review and Grievance Committee. The
selection of the member by the Faculty Senate
Review and Grievance Committee must occur
during an officially convened Committee
meeting. The selection needs to be confirmed by
the Faculty Senate Officers. This third member
will chair the panel. If the third member of the
review panel cannot be selected by the Faculty
Senate Committee or designee within 10
calendar days, then the Faculty Senate Officers
will appoint a member of the full-time Faculty as
the third member of the review panel. This
member must also be acceptable to both the
grievant and the Dean.
11.1.1.6
Once the review panel is appointed, the Provost,
together with the Faculty Senate Officers,
coordinates the review by informing the review
panel of its advisory role, defining the issues, and
providing the panel with necessary information
and resources to conduct the review, including but
not limited to space, recorders, and travel funds.
11.1.1.7
Review panel proceedings should be conducted
in an informal, non-adversarial manner. The
review panel must meet in person for all
deliberations. The hearing will be closed except
to participants. Each party to the grievance may
be present, if he or she chooses, at interviews
conducted by the panel unless such presence is
judged by the panel to have potential influence
on the statements being gathered. If such a
determination is made by a majority vote of the
panel, the session will be tape-recorded and the
tape made available to the parties. University
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Counsel may serve in an advisory capacity but
may not be present at hearings. The panel may
interview persons involved and solicit and review
pertinent evidence. This process, including the
development and delivery of the draft report, is
to be completed within 30 calendar days of the
commencement of the review. Upon documented
receipt of the draft report, the parties have 10
calendar days in which to review it for errors of
fact. Subsequently, the review panel will submit
its findings and its advisory recommendations to
the Provost and to the parties. Each party to the
grievance will receive copies of written material
submitted by the other.
11.1.1.8
Within 15 calendar days following the receipt of
the review panel’s report, the Provost will render
a written decision regarding the grievance.
11.1.1.9
The grievant may appeal the decision to the
President within 15 calendar days of documented
receipt of the notification of the Provost’s
decision. The President shall independently
consider all documents and facts provided by the
dismissal for cause investigation, grievance
process and the grievant. The President will
provide a decision on the appeal within 15
calendar days. The decision of the President is
final and will be binding on the parties so as to
preclude any further action on the grievance
under the Faculty Policies.
11.2
Binding Arbitration
11.2.1
Claims. After exhaustion of the Faculty
grievance procedures, all claims, including all
contract, tort, and equity actions and alleged
violations of state and federal statutes, including
wrongful termination or discipline, between the
parties (including National University’s trustees,
officers, and employees) arising out of or
pertaining in any way to the Faculty member’s
appointment, non-reappointment, termination
for cause, or any alleged breach of the letter of
appointment or the Faculty Policies must be
submitted to final and binding arbitration.
11.2.2
Procedures.
Arbitration Rules. The arbitration will be
conducted before the American Arbitration
Association under its Commercial Arbitration
Rules at the location of the University
headquarters. If anything in these Faculty
Policies conflicts with the Commercial
Arbitration Rules, the Commercial Arbitration
Rules will prevail. The demand for arbitration
30
must be submitted in writing within one year
from the date the actions giving rise to the
claims occur. The responding party must serve
any reply within 10 calendar days. The arbitrator
will establish any deadlines reasonably required
to facilitate the arbitration.
11.2.3
Powers of Arbitrator. The arbitrator will have
the powers to:
A. issue subpoenas for the attendance of
witnesses and for the production of books,
records, documents, and other evidence;
B. order depositions to be used as evidence;
C. enforce the rights, remedies, procedures,
duties, liabilities, and obligations of discovery
as if the arbitration were a civil action;
D. conduct a hearing on the arbitral issues; and
E. enter and serve an award after the arbitration
hearing is concluded.
11.2.4
Costs and Expenses. National University will
pay arbitration fees and the costs and expenses
incurred in connection with the arbitration to the
extent that they exceed those dollar amounts
that would be incurred if the claims had been
resolved in a civil lawsuit. The arbitrator may
award the prevailing party any costs (but not
attorney’s fees), arbitration and witness fees, and
expenses actually incurred by the party.
11.2.5
Final Award. Within 10 calendar days after
completion of the arbitration, the arbitrator will
submit a tentative decision in writing, specifying
the reasoning for the decision and any
calculations necessary to explain the award. The
parties will have five calendar days in which to
submit comments about the tentative decision.
The final award may be entered as a judgment
in any court having jurisdiction.
11.2.6
Changes to Arbitration Provision.
Notwithstanding any provision in this Article, the
parties agree that National University, in its sole
discretion, may make such changes to this Article
as required by law to comply with any applicable
law or regulation and that, with such changes, the
arbitration will remain binding on the parties.
ARTICLE 12
COPYRIGHT POLICY
National University is committed to maintaining
traditional incentives for scholarly work and its
dissemination while protecting, within the framework of
copyright law, the rights of Faculty members and National
University. Faculty members may write and produce
copyrightable materials, copyright those materials, and
receive royalties that result from their use. Such materials
include, but are not limited to, books, articles, artwork,
computer software, film, and videotape. Faculty members
will retain all rights related to copyright ownership of
materials that they have prepared on their own initiative.
The copyright Act of 1976 provides that when a person is
employed by someone else to produce a copyrightable work,
the employer, not the work’s creator, is the author for
copyright purposes. Generally, National University will
claim an interest in such works only when their creation
was part of administrative duties or a specific assignment
made by a Department Chair, Dean, or other University
administrator. Upon its creation, a copy of any such work
will be delivered by the author to the person who oversees
the author’s administrative duties or to the person who
made the specific assignment, as the case may be, who will
inform National University administration responsible for
the administration of National University’s copyright policy
of the existence of such work. In such cases, the Faculty
member may be required to enter a Proprietary
Information and Inventions Agreement with National
University. A Faculty member’s general obligation to
produce scholarly works as defined in Article 8.5 does not
constitute either an administrative duty or a specific
assignment.
Students who are not employees own any copyrightable
works, including dissertations, developed in connection with
course work.
ARTICLE 13
FACULTY SALARY SCHEDULE
Professional salaries are based upon a salary schedule
established by the Board of Trustees on recommendation of
the President. All Faculty salary schedules are published
and issued by the President.
The President will bring forward annually to the Board of
Trustees the current year salary schedules for approval.
Decisions regarding annual adjustments and the Faculty
salary schedule are based upon the financial situation of
National University and the state of the economy.
Note: Current as of September 3, 2009
TM
The University of Values
© 2009 National University
8150_OOP_Faculty Policy final 10/09
NATIONAL UNIVERSITY
FACULTY BYLAWS
DRAFT 1/17/12
TABLE OF CONTENTS
INTRODUCTION
Article 1
1.1
Article 2
2.1
2.2
2.3
2.4
2.5
The Organization of the Faculty
Definitions
The Faculty Senate
Preamble
2.1.1 Duties and Responsibilities
2.1.2 Senators
2.1.3 Membership
2.1.4 Terms of Office
2.1.5 Faculty Senate Elections
Officers of the Faculty Senate
2.2.1 The Chair
2.2.2 The Vice Chair
2.2.3 The Secretary
2.2.4 Senate Archivist
2.2.5 Recorder
2.2.6 Replacement of Officers
2.2.7 Recall of Faculty Senate Chair
Policies and Procedures of the Faculty Senate
2.3.1 Simple Majority Vote
2.3.2 Meetings
2.3.3 Executive Session
Challenge of Faculty Senate Official Actions
2.4.1 Challenges
2.4.2 Notices
Bylaws
Article 3 Committees of the Senate
3.1
Membership and Terms
3.2
Committee Reports and Minutes
3.2.1
Reports
3.2.2
Minutes
3.3
Standing Committees of the Senate
3.3.1
Committee on Academic Budgeting and Planning
3.3.1.1 Membership
3.3.1.2 Duties and Responsibilities
3.3.2
Committee on Academic Personnel
3.3.2.1 Membership
3.3.3
Committee on Academic Policy and Planning
3.3.3.1 Membership
i
DRAFT 1/17/12
3.4
Article 4
4.1
4.2
4.3
4.4
4.5
3.3.4
Committee on Faculty Governance and Bylaws
3.3.4.1 Membership
3.3.5
Committee on Nominations and Elections
3.3.5.1 Membership
3.3.5.2 Terms and Length of Service
3.3.6
Committee on Faculty Rights and Welfare
3.3.6.1 Membership
3.3.7
Committee on Faculty Development Plans and Policies
3.3.7.1 Membership
3.3.8
Committee on Research and Scholarship
3.3.8.1 Membership
3.3.9
Committee on Online and Educational Technology
3.3.9.1 Membership
3.3.10
Regional Committee
3.3.10.1 Membership
3.3.11
Spring Symposium
3.3.11.1 Membership
3.3.12
Committee on Academic Freedom and Responsibilities
3.3.12.1 Membership
3.3.13
Committee on Shared Governance
3.3.13.1 Membership
3.3.14
Committee on Part-time Faculty
3.3.14.1 Membership
Special Committees
Faculty Governance, Meetings, and Academic Responsibilities
Faculty Meetings
4.1.1 Meetings
4.1.2 Quorum
4.1.3 Parliamentary Procedure
4.1.4 Visitors
Faculty Elections
Department Chairs
Creation/Disbanding of Schools and Department
Recognition of Faculty Academic Work
4.5.1 Criteria for Dr. Jerry C. Lee Faculty Senate Outstanding Faculty
ii
DRAFT 1/17/12
4.5.2
Article 5
5.1
5.2
Article 6
Service Award
Criteria for the Distinguished Teaching Award
Faculty Governance and Advisory Bodies
Governance Bodies
5.1.1 Faculty Senate (see Article 2)
5.1.2 Graduate Council
5.1.3 Undergraduate Council
5.1.4 School Academic Affairs Committees
Advisory Bodies
5.2.1 The University Faculty Personnel Committee
5.2.2 The School Personnel Committees
5.2.3 Research Council
5.2.4 School Academic Assessment Committees
5.2.5 University Academic Assessment Committee
5.2.6 Council of Chairs
Amendments, Revisions, and Modifications
Article 7 Publication and Notice Procedures
7.1
Publications of Minutes and Notices
7.1.1 Faculty Senate
7.1.2 Meetings of the Faculty
7.1.3 Other Committees
7.2
Alternative Notice Procedures
iii
FACULTY BYLAWS
INTRODUCTION
The Faculty Bylaws set forth the procedures through which the National University Faculty organize and
participate in their governance and advisory roles within the University. The Faculty recognizes the
ultimate responsibility and authority of the President and the Board of Trustees. The Board of Trustees,
the administration, and the Faculty recognize the Faculty Senate as the primary Faculty governance body
representing the Faculty in any and all matters pertaining to the Faculty. The Faculty Senate shall have the
right and obligation to advise and substantively confer with the President, the Provost, Deans, and other
administrative officials on matters affecting the status, responsibility, and welfare of the Faculty. In the
event that a conflict should arise between the Faculty Bylaws and the Faculty Policies, the Faculty
Policies will control.
ARTICLE 1
THE ORGANIZATION OF THE FACULTY
1.1
Definitions
Throughout these Faculty Bylaws, the following definitions apply:
1.1.1
The definitions provided in the Faculty Policies and the Part-time Faculty Policies shall
be applicable throughout these Faculty Bylaws unless otherwise provided.
1.1.2
Academic Year: The period from July 1 through June 30.
1.1.3
Constituents: The Faculty within a specific School, whether in or outside of San Diego
County, represented by a Faculty Senator.
1.1.4
Electorate: The electorate shall consist of the Full-time and Associate Faculty. To
encourage interaction, the Provost and School Deans are ex officio non-voting members
of the Faculty. The President shall be a voting member of the Faculty.
1.1.5
Just Cause: Fraudulent, negligent, or dishonest acts with reference to the Faculty Senate
or gross abuse of authority or discretion in the discharge of official duties and
responsibilities.
1.1.6
Official Action: An action taken by majority vote in accordance with the procedures in
these Bylaws.
1.1.7
Quorum: A quorum, necessary for holding a Faculty Senate Meeting in which voting is
permitted, is 50% of the voting Senators plus one.
1.1.8
Region: A geographical organization of Campuses and Learning Centers.
1.1.9
Voting: Voting in Senate meetings may be by voice, raising of hands, or private paper
ballots, and voting options will be In Favor, Opposed, Abstain. An Alternate Senator
may vote only when any Senator from his or her School is absent from the meeting room,
or in the case of the Alternate Associate Senator, when any Associate Senator is absent
1
from the meeting room. Secret ballots will be used if one more more Senators request
such for any measure.
ARTICLE 2
THE FACULTY SENATE
2.1
Preamble
The Faculty Senate is a deliberative and collaborative body, with responsibility for furthering and
protecting academic freedom, shared academic governance, and faculty members’ welfare. The
constitution and the operational procedures of the Faculty Senate are described in Article 2 of the
Faculty Bylaws. Its activities include, but are not limited to, conducting studies, researching and
preparing reports, and making recommendations to the President, the Provost, Academic Deans,
the Council of Chairs, the Graduate Council, the Undergraduate Council, and other university
administrators on any and all matters pertaining to the work and well-being of the Faculty.
2.1.1
Duties and Responsibilities
2.1.1.1 The Faculty Senate especially concerns itself with, and is involved in, the
processes by which major decisions about personnel, academic policy, and
budgetary policies and procedures are made, with a view to obtaining and
disseminating information about such academic personnel matters, decisions,
and decision-making; ensuring academic quality; and protecting the interests of
the Faculty. Faculty who accept their election to the Faculty Senate thus declare
their individual commitment to work through it for the realization of these goals.
2.1.1.2 A quorum of the Faculty Senate shall have the authority to act for the Faculty on
all matters within the scope of the Faculty when the action is approved by an
affirmative vote of a majority of those members of the Faculty Senate who are
present.
2.1.1.3 Any Official Action taken by the Faculty Senate shall be reported to the Faculty
through the minutes of the Faculty Senate. Such minutes shall be published in
accordance with the provisions in Article 7. Any Official Action of the Faculty
Senate can be challenged in accordance with the procedures in Article 2.4.
2.1.1.4 The Faculty Senate may consider any and all policies and procedures with
respect to the general welfare of the Faculty. It may review established policies,
consider new policies and procedures, and study matters of concern to Faculty
members. It may amend its own procedures as needed to promote the welfare of
the Faculty. It may request sessions with any administrative official to meet and
confer on issues regarding the general welfare of the Faculty.
2.1.1.5 The Faculty Senate shall collaborate with the administration and other Faculty
Governance Bodies in the formulation of educational policies and procedures
including admissions, curricula, and criteria for the granting of degrees.
2.1.1.6 The Faculty Senate shall collaborate with the administration in the formulation
and revision of policies and procedures regarding Faculty work and welfare.
2
2.1.1.7 The Faculty Senate shall be responsible for the appointment or election of
Faculty Senate committees. It shall establish procedures for its standing
committees and establish procedures for the appointment of special committees.
2.1.1.8 The Faculty Senate may formulate recommendations and opinions on Faculty
matters and shall report them to the Faculty, refer them to the appropriate
committee, or meet with the administration concerning these recommendations
and opinions.
2.1.1.9 The Faculty Senate shall establish such procedures as are necessary to govern and
expedite its business. These policies and procedures shall be distributed to the
Faculty in accordance with Article 7.
2.1.1.10 The committees of the Faculty Senate shall prepare and submit annual reports of
their activities. The Faculty Senate shall disseminate such reports to the Faculty.
2.1.2
Senators
Senators will hold monthly meetings with their Constituents to disseminate
information and to receive information from the Faculty. Any member of the
Faculty Senate may be requested by the Chair to poll his or her constituents for
their views on affairs. Senators shall inform the segment of the Full-time and
Associate Faculty from which they were elected as to the content of Faculty
Senate discussions and circulate any relevant documents to that Faculty for their
review and comment. Senators should solicit the opinions of that segment of the
Faculty upon matters before the Faculty Senate prior to voting. To the extent
possible, Senators should represent the opinions and interests of their
Constituents with their votes in the Faculty Senate.
2.1.3
Membership
2.1.3.1 Each School will elect one Senator for every 10 full-time faculty in that School,
with a minimum of two Senators per School and a maximum of five Senators per
School. Schools with 2-3 Senators must have at least one Senator from a San
Diego County campus and one Senator from a regional campus outside San
Diego County. Schools with 4-5 Senators must have at least two Senators from a
San Diego County campus and two Senators from a regional campus outside San
Diego County. Each School will also elect one Alternate Senator.
2.1.3.2 Associate Faculty as a group will elect one Senator for every 10 Associate
faculty, with a minimum of two Senators and a maximum of five. At least one
Associate Faculty Senator must be from a San Diego County campus and one
from a regional campus. In addition, there should be no more than one Associate
Senator from each School. The Associate Faculty will also elect one Alternate
Senator.
2.1.3.3 Associate Faculty members cannot serve as officers of the Senate or as chairs of
Senate Standing Committees.
3
2.1.4
Terms of Office
2.1.4.1 Each Senator shall be elected for a term of two (2) Academic Years.
2.1.4.2 A petition signed by twenty percent (20%) of a Senator’s constituents can initiate
a recall election. The petition will be sent to the Secretary of the Faculty Senate
for verification and forwarding to the Committee on Nominations and Elections
for recall election. A Senator may be recalled by a majority vote of the voting
members of the Senator’s constituents.
2.1.4.3 A Senator my be expelled by a two thirds (2/3) vote of the Faculty Senate for any
infraction of its rules or conduct deemed inappropriate, for missing three
consecutive meetings without the written approvalof the Senate Chair, or for
failing to meet with his or her constituents at least quarterly (electronic or
telephonic meetings are acceptable).
2.1.4.4 In the event that any Senator resigns, is recalled, or is expelled as a member of
the Faculty Senate, the Committee on Nominations and Elections shall conduct a
special election to choose by majority vote a substitute Senator to serve the
remainder of the Senator's term.
2.1.5
Faculty Senate Elections
2.1.5.1 Nominations for Senators shall be in accordance with procedures developed and
published by the Faculty Senate. The Committee on Nominations and Elections
will conduct the elections in each school.
2.1.5.2 In each School, Senators will be elected from a single list of nominated
candidates. Full-time faculty in each School will vote for a number of nominees
equal to the number of open seats allotted to that School. The nominees
receiving the most votes will become Senators, provided that the balance of San
Diego and regional representation required by 2.1.2.1 is maintained. If the
nominees receiving the most votes do not include faculty from San Diego County
and/or regional campuses as required by 2.1.2.1, the nominees receiving the most
votes from those locations will be selected until that requirement is fulfilled.
Once the Senators have been determined, the remaining nominee receiving the
highest number of votes will become the Alternate Senator for that School.
2.1.5.3 Elections for Associate Senators will be conducted in the same manner as
elections for Senators representing Schools. After the Associate Senators have
been determined, the remaining nominee receiving the highest number of votes
will become the Alternate Senator for the Associate faculty.
2.1.5.4 Senators shall be seated by July 1.
2.1.5.5 In the event that any voting member of the Full-time or Associate Faculty calls
an election into question, the Committee on Faculty Rights and Welfare shall
review the facts of the situation and report its findings to the Faculty Senate for
appropriate action as the Faculty Senate may determine. No member of the
school in question shall be involved in the review and fact finding.
4
2.1.5.6 The Faculty Senate can decide to hold elections at other times in exceptional
circumstances in accordance with procedures developed and published by the
Faculty Senate.
2.2
Officers of the Faculty Senate
Officers of the Faculty Senate consist of a Chair, a Vice Chair, and a Secretary. The Chair of the
Faculty Senate shall be the official channel of communication between the Faculty and the
administration on matters relating to the Senate. The officers are free to express their personal
opinions on any matter on which they are consulted; but in representing the Faculty and the
Faculty Senate, the officers may make only those recommendations on behalf of the Faculty and
the Faculty Senate that are expressly authorized by the Senate. In meetings with administration,
the Faculty Senate Chair shall be accompanied by at least one (1) of the Senate Officers. If none
of the Senate Officers are available, the Senate Chair shall be accompanied by one (1) of the
Senators.
2.2.1
The Chair
2.2.1.1 The Faculty Senate shall nominate a candidate or slate of candidates selected
from the members of the Full-time Faculty to stand for election as the Chair of
the Faculty Senate. Following guidelines established by the Committee on
Nominations and Elections and approved by the Faculty Senate, the Faculty
members at large will then elect a Chair by majority vote of those Faculty voting
from the slate presented by the Faculty Senate. If there is only one (1) candidate,
the candidate must still obtain a majority of the votes cast by the Full-time and
Associate Faculty. The ballot for a one (1) candidate slate should read “Yes” or
“No.” If the candidate receives less than a majority vote, then a new slate must be
prepared by the Faculty Senate and a new election held. The Chair shall serve for
two (2) Academic Years and will also serve as the representative to the Board of
Trustees. The Chair of the Faculty Senate shall serve as an at-large representative
of the Faculty.
2.2.1.2 The Chair shall provide leadership in representing the interests of the Faculty.
2.2.1.3 The Chair shall serve as the spokesperson for the Faculty and Faculty Senate.
2.2.1.4 As the Faculty representative to the Board of Trustees, the Chair shall attend any
regularly scheduled Board of Trustees meetings and share faculty concerns as
directed by the Faculty Senate.
2.2.1.5 The Chair shall nominate a Parliamentarian to serve the Faculty Senate subject to
confirmation by the Faculty Senate.
2.2.1.6 The Chair shall nominate a Senate Archivist to serve the Faculty Senate subject
to confirmation by the Faculty Senate.
2.2.1.7 The Chair of the Faculty Senate may vote only when the vote is taken by secret
ballot or to break a tie.
2.2.2
The Vice Chair
5
2.2.2.1 The Faculty Senate shall annually elect a Vice-Chair from its membership to
serve for one (1) Academic Year.
2.2.2.2 The Vice-Chair of the Faculty Senate shall assume the duties and responsibilities
of the Chair of the Faculty Senate in the event that the Chair is unable to fulfill
the duties and responsibilities of the office until an election can be held to replace
the Chair.
2.2.2.3 If the Chair is unable to attend any regularly scheduled Board of Trustees
meetings, the Vice-Chair or Secretary will attend the meeting on the Chair’s
behalf.
2.2.3
The Secretary
2.2.3.1 The Faculty Senate shall annually elect a Secretary from its membership, who
shall serve in that capacity for one (1) Academic Year on the Faculty Senate.
2.2.3.2 At the direction of the Chair and in accordance with the procedures in Article 7,
the Secretary shall (1) keep roll and notify the Chair when a seat on the Faculty
Senate has become vacant; (2) maintain a complete record of Faculty Senate and
Faculty meetings and prepare Senate and Faculty minutes; (3) supervise the
distribution of copies of Faculty Senate resolutions and minutes to all Faculty in
a timely manner; and (4) keep a record of all Faculty Senate committees and their
memberships.
2.2.3.3 The Secretary shall advise and instruct each school and Region as to the time and
details of upcoming elections.
2.2.4
Senate Archivist
The primary duties of the Archivist are to maintain a paper archive and a publicly
available electronic archive of all Faculty Senate minutes and a separate paper archive
and publicly available electronic archive of the full text of all motions passed by the
Faculty Senate or the Faculty.
2.2.5
Recorder
The Chair of the Senate may nominate a Recorder to assist the Secretary in recording
Faculty Senate and Faculty meetings and in composing the minutes of those meetings.
The appointment of the Recorder is subject to confirmation by the Faculty Senate.
2.2.4
Replacement of Officers
Except as provided in Article 2.2.2.2, if the Chair of the Faculty Senate is for any reason
unable to serve the full term for which the Chair was elected or is recalled pursuant to
Article 2.2.7, the Faculty Senate shall call for an election to fill the vacancy. If there are
less than six (6) months remaining in the Chair’s term, the Vice-Chair will serve as the
Chair until the end of the current term. A new Vice-Chair shall be elected by Faculty
Senate. If there are more than six (6) months remaining in the term, the Faculty Senate
shall nominate from its members a single or slate of candidates who shall then be put
forth to the Faculty at large. Following the guidelines established by the Committee on
6
Nominations and Elections, the Chair shall be selected by majority vote of those Faculty
voting. In the event that a similar situation should occur with the Vice-Chair or Secretary,
the remaining Senators shall elect a replacement officer from the Faculty Senate who
shall serve in such office until the end of the current Academic Year.
2.2.5
Recall of Faculty Senate Chair
2.2.5.1 A two-thirds (2/3) vote of the Faculty Senate or a petition signed by twenty
percent (20%) of the Full-time Faculty can initiate a recall election. The petition
will be sent to the Secretary of the Faculty Senate for verification and forwarding
to the Committee on Nominations and Elections for the recall election. The Chair
shall be subject to recall after two (2) or more consecutive unexcused absences,
or for other Just Cause as defined in Article 1.1.5. A recall election shall be
conducted by ballot sent by U.S. mail within ten (10) Days of verification to all
voting members of the Full-time Faculty. If a majority of the Faculty returning
ballots vote to recall the Chair, the Chair shall be removed from office.
2.2.5.2 As an alternative to recall of the Chair of the Faculty Senate, the Faculty Senate
may conduct a vote for or against “No Confidence.” If a majority of the Faculty
Senate pursuant to Article 2.3.1 vote “No Confidence,” then having lost the
confidence of Faculty Senate membership, the Chair shall decide whether or not
the Chair can be effective in the role of Chair, and accordingly, whether the
Faculty would be best served by the Chair’s resignation.
2.3
Procedures of the Faculty Senate
2.3.1
Simple Majority Vote
All Official Actions of the Faculty Senate shall be by a simple majority vote when a
quorum is present except where otherwise stated in the Faculty Bylaws.
2.3.2
Meetings
2.3.2.1 The meetings of the Faculty Senate will be guided, in general, by Robert’s Rules
of Order.
2.3.2.2 The Faculty Senate shall meet regularly no less than ten (10) times per Academic
Year. Some of the ten (10) meetings may be held at locations outside of San
Diego. Special meetings may be called by the Chair or when so requested by at
least three (3) of the Senators, provided that a quorum can be assembled. The
Faculty Senate shall keep a record of its proceedings, which shall be accessible to
the Faculty. The record shall include the names of the Senators who were present
and absent. Such records shall be published in accordance with the provisions in
Article 7.
2.3.2.2 The dates for regularly scheduled meetings of the Faculty Senate shall be
published annually and monthly in the minutes of the Faculty Senate meetings.
2.3.2.3 Any Faculty member wishing to place an item on the agenda may do so by
contacting the Chair of the Faculty Senate and making a request at least seven (7)
7
days prior to the meeting of the Faculty Senate. The Faculty shall have seven (7)
days advance notice of the agenda in accordance with the provisions in Article 7.
2.3.2.4 While the agenda for the meeting shall be the order of business conducted by the
Faculty Senate, it shall not preclude new agenda items from being made from the
floor of the Faculty Senate prior to the approval of the agenda. Such matters may
be added to the agenda by a majority vote of those voting Senators present.
Matters that are proposed to be added to the agenda after it has been approved
require a two-thirds (2/3) majority of those voting Senators present. While
discussions can be held on these items, no voting will occur on any New
Business unless it meets the criteria of 2.3.2.5.
2.3.2.5 The Faculty Senate may hear matters of urgency that cannot reasonably be
deferred until the next meeting of the Faculty Senate. Matters are determined to
be urgent by a two-thirds (2/3) vote of those voting Senators present. Motions
brought from the floor that are determined to be urgent must pass by a two-thirds
(2/3) vote of those voting Senators present.
2.3.2.6 Any member of the Faculty or other employees or agent of the University may
observe any meeting of the Faculty Senate. Executive sessions of the Faculty
Senate are open only to Senators and Alternate Senators.
2.3.2.7 Subject to prior approval by the Chair, any member of the Faculty or other visitor
may speak to a particular agenda item subject to Faculty Senate procedures in
Article 4.1.4; however, only Senators can vote.
2.3.3
Executive Session
The Faculty Senate shall have the right, upon a motion made and passed by a two-thirds
(2/3) majority vote of the voting Senators present at a regular Faculty Senate meeting, to
meet in a closed Executive Session. The Faculty Senate Chair may, by a majority vote of
the voting Senators, include any guest whose participation or information is critical to the
issue being discussed. The Chair may also call an Executive Session as needed.
2.4
Challenge of Faculty Senate Official Actions
2.4.1
Challenges
2.4.1.1 The members of the Faculty may challenge Official Actions of the Faculty
Senate. The following procedures for a challenge shall apply:
2.4.1.1.1
Official Actions of the Faculty Senate may be challenged within a
period of twenty (20) Days from the publication as provided in
Article 7 of the minutes of the meeting at which such Official Action
was taken.
2.4.1.1.2
Challenge of any Official Action of the Faculty Senate within the
twenty (20) day period shall suspend implementation of the
challenged Official Action before a special meeting of the Faculty
for its consideration in person or through teleconference. Any
member of the Faculty may attend such special meeting.
8
2.4.2
Notices
2.4.2.1 Within twenty (20) days from the publication of the minutes of the meeting at
which the Official Action was taken, petitioner shall inform the Secretary of the
Faculty Senate of petitioner’s intent to challenge the Official Action in writing. A
challenge petition must have the signatures of at least ten percent (10%) of the
voting members of the Faculty. The Secretary shall inform the petitioner as to the
number of voting members of the Faculty and the corresponding number of
signatures that will be required to file the challenge petition. The Secretary will
also advise the petitioner of the twenty- (20) day deadline to submit petitions to
challenge the Official Action in Article 2.4.1.
2.4.2.2 After the Secretary has received a properly submitted petition, the Secretary shall
inform the Chair of the Official Action being challenged. The Chair shall then
call a special meeting of the Faculty to consider the petition. This special meeting
shall be held within one month of the petition and notice of the meeting shall be
published seven (7) Days prior to such meeting in accordance with the
procedures in Article 7. The only business of this special meeting shall be the
petition and related matters.
2.5
Bylaws
Subject to the Preamble in the Faculty Policies, the Faculty Senate shall be responsible for
interpreting its own policies and procedures. The Faculty Bylaws and any amendments thereto are
subject to the approval of the Faculty, the President, and the Board of Trustees.
ARTICLE 3
COMMITTEES OF THE SENATE
3.1
Membership and Terms
3.1.1
To conduct its business effectively, the Faculty Senate shall establish the standing
committees in Article 3.3. These committees shall be coordinated by the Faculty Senate.
A quorum for meetings of these committees shall be a majority of the members of each
committee. Pursuant to Article 2.2.6.8, these committees shall be subject to the policies
and procedures promulgated by the Faculty Senate.
3.1.2
The Faculty Senate shall elect at least one (1) Senator to serve on each standing
committee. This Senator will serve as the Chair of the committee and will be responsible
for convening the meetings, providing meeting reports to the Faculty Senate, and
preparing a written end-of-the-year report on its work.
3.1.3
Standing committee members and their Chairs shall serve a one- (1) year term based
upon the Academic Year. No member shall serve more than three (3) consecutive terms
of office on the same standing committee.
3.1.4
When making appointments to standing committees, the Faculty Senate shall make an
effort to balance the membership of each standing committee geographically and by all
9
schools. To this end, generally no Faculty member may serve on more than one (1)
Faculty Senate standing committee in the same Academic Year.
3.1.5
3.2
Standing committee members may be removed by a majority vote of the voting members
of the standing committee and approval of the Senate. Reasons for such removal may
include non-participation or non-attendance at committee meetings.
Committee Reports and Minutes
3.2.1
Reports
After each of its meetings, the standing committee shall make a written report of its
activities to the Faculty Senate. Special reports may be made to the Faculty Senate at the
initiative of a standing committee or at the request of one of the officers of the Faculty
Senate. Reports shall be made in written form.
3.2.2
Minutes
Minutes of the standing committee meetings shall be filed with the Secretary of the
Faculty Senate by the standing committee Chair following each meeting.
3.3
Standing Committees of the Senate
The Faculty Senate shall maintain the following standing committees:
3.3.1
Committee on Academic Budgeting and Planning
3.3.1.1 Membership
The Faculty Senate will elect a member of the Faculty Senate to Chair the
committee. Based on the number of applications to serve on the committee, the
Chair of the committee shall select members pursuant to 3.1.4, and the Faculty
Senate will vote to confirm the committee members. Every effort will be made
to confirm at least seven (7) and generally not more than nine (9) members of the
Faculty to serve on the committee.
3.3.1.2.1 This committee shall have access to those documents and to financial
records that are reasonably necessary to achieve its objectives.
3.3.1.2.2 The administration will have substantive discussions with this
committee on the development of the University budget.
3.3.1.2.3 This committee shall make reports to the Faculty Senate and to
appropriate administrative officers concerning the allocation of the
resources among various existing and proposed programs.
3.3.1.2.4 This committee shall serve as an advisory body to the President and
administration on matters of Faculty welfare, employment,
compensation, and professional development.
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3.3.1.2.5 This committee shall engage in substantive discussions with the
administration on all matters of compensation, including, without
limitation, the annual scale adjustments, budget requests, travel
policies and reimbursements, per diem expenses, and changes in the
benefits package.
3.3.1.2.6 This committee shall review the Faculty benefits package
periodically, but at least annually, to ensure its continued suitability.
3.3.1.2.7 The committee will annually review the mileage stipend and per diem
allowance for Faculty. It will make a recommendation to the Faculty
Senate on its findings. The Chair of this committee will meet with the
administration at the direction of the Faculty Senate when appropriate
to negotiate the stipend and per diem allotments.
3.3.2
Committee on Academic Personnel
3.3.2.1 Membership
3.3.2.1.1 The Faculty Senate will elect a member of the Faculty Senate to Chair
the committee. Based on the number of applications to serve on the
committee, the Chair of the committee shall select members pursuant
to 3.1.4, and the Faculty Senate will vote to confirm the committee
members. Every effort will be made to confirm at least seven (7) and
generally not more than nine (9) members of the Faculty to serve on
the committee.
3.3.2.1.2 Notwithstanding the provisions of Article 3.3.2.1.1, at least two (2) of
the committee members must be at the rank of Professor or Associate
Professor.
3.3.2.2.1 This committee shall monitor the fair and impartial evaluation of
Faculty through its review of all recommendations regarding Faculty
promotion, reappointment, and merit pay increases made by School
Personnel Committees, Department Chairs, School Deans, the
Provost, and the University Faculty Personnel Committee, and the
Official Actions made by the President regarding Faculty promotion,
reappointment, and merit pay increases. The Committee shall report
any problems or complaints regarding these processes to the Faculty
Senate.
3.3.2.2.2 This committee shall promote, organize, and sponsor Faculty
development programs and events.
3.3.2.2.3 This committee shall provide an annual written summative report to
the Faculty Senate on its activities, and of any problems or issues
raised in the reappointment, promotion, or merit processes.
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3.3.2.2.4 This committee shall confer with the Provost and Vice President for
Academic Affairs regarding requests for sabbatical leave before final
recommendations are forwarded to the President. The Provost will
inform the Chair of the Committee on Academic Personnel when a
request for sabbatical leave is received and arrange for a time that is
mutually agreed upon to meet and discuss the requested sabbatical.
3.3.2.2.5 The committee shall consider and report on matters concerned with
the welfare of the Faculty, such as conditions of employment, and
facilities for teaching, research, and faculty offices.
3.3.2.2.6 This committee shall review the form and substance of the Faculty
contracts to ensure fairness and impartiality.
3.3.3
Committee on Academic Policy and Planning
3.3.3.1 Membership
3.3.3.2.1 This committee shall monitor and review on its own initiative, or at
the initiative of the Faculty Senate, any University policy, whether in
writing or in practice, that materially affects the primary work of the
Faculty (i.e., teaching, scholarship, service) with special regard to
what the policy is, how or where it was originated, and the manner of
its implementation.
3.3.3.2.2 This committee shall consider and make recommendations to the
Faculty Senate concerning issues of academic philosophy, standards,
and conduct that are written or in practice.
3.3.3.2.3 This committee shall inform the Faculty Senate concerning the
disposition of requests or recommendations regarding University
policy that have been directed to the University administration by the
Faculty Senate. The Faculty Senate will advise this committee of any
recommendations regarding University policy it has made to the
administration.
3.3.3.2.4 This committee shall be charged with the responsibility of upholding
the Faculty Policies and Faculty Bylaws to report all violation to the
Faculty Senate.
3.3.3.2.5 This committee shall be charged with the responsibility of monitoring
and reviewing the educational technology policies and procedures
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developed by the University, whether in written form or in practice.
This committee shall report its findings to the Faculty Senate.
3.3.4
Committee on Faculty Governance and Bylaws
3.3.4.1 Membership
3.3.4.2.1 This committee shall continuously review the Faculty Bylaws,
Faculty Policies, Part-Time Faculty Policies, and other documents
related to faculty governance and recommend to the Faculty Senate
such changes as deemed desirable.
3.3.4.2.2 This committee shall review the Faculty Bylaws, Faculty Policies,
and the Part-time Faculty Policies to ensure that the integrity and
spirit of language are maintained.
3.3.5
Committee on Nominations and Elections
3.3.5.1 Membership
Membership for this committee shall be comprised of two (2) elected
representatives from each school, one (1) representative from Faculty Senate
elected by majority vote, and one (1) representative appointed by the Office of
the Provost. The representatives from each School will be elected by the School
rather than appointed by the Faculty Senate. If a School fails to elect at least one
representative, the Senate will invite a Faculty member from that School to serve
for a one-year term. An elected representative will be sought for the next
available election. The Chair of the committee will be elected by this committee
by July 30 of each year. The committee will give regular reports and be
accountable to the Faculty Senate. The reports will be given by the Chair of the
committee even if the Chair is not a member of the Faculty Senate.
3.3.5.2 Terms and Length of Service
Each member of the committee will serve a two (2) year term. A committee
member may serve no more than two (2) consecutive terms. Terms will be
staggered in order to insure the continuity and consistent application of standards.
3.3.5.3.1 This committee will work to insure a fair, accurate and timely
nomination and election process. This committee is responsible for the
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following: (1) identifying open positions; (2) sending out a call for
nominations; (3) determining eligibility of voters and nominees;
(4) preparing ballots; (5) sending out the ballots; (6) receiving ballots;
(7) counting the votes; (8) verification and validation of the process;
(9) announcing results; and (10) storing ballots for an audit trail.
Administrative support for this committee and the Chair of the
committee in preparing, reproducing, mailing, receiving, and counting
ballots will be forthcoming from the Provost’s office.
3.3.5.3.2 The committee will also keep track of the membership of each elected
committee including election date, length of term, and number of terms
of each committee member.
3.3.5.3.3 Although members are elected directly by the Faculty rather than
appointed by the Faculty Senate, this committee will operate in all
other respects as a standing committee of the Faculty Senate and
subject to direction by the Faculty Senate. Should the committee
encounter questions regarding the interpretation of the Faculty
Policies, Bylaws, or other policy documents during the conduct of its
duties and responsibilities, it should request clarification of those
policies from the full Faculty Senate.
3.3.5.3.4 This committee will review on an annual basis the nominating and
balloting procedures and recommend any changes to the Faculty
Senate by June 1.
3.3.6
Committee on Faculty Rights and Welfare
3.3.6.1 Membership
The Faculty Senate will elect a member of the Senate to Chair the committee. Based on
the number of applications to serve on the committee, the Chair of the committee shall
select members pursuant to 3.1.4 and the Faculty Senate will vote to confirm the
committee members. Every effort will be made to confirm at least seven (7) and
generally not more than nine (9) members of the Faculty to serve on the committee.
3.3.6.2.1 Any Full-time or Associate Faculty member may request a review of
processes related to Faculty welfare. Upon the approval of the request
by the majority of Faculty Senate, the Review and Grievance
Committee will review the process and report their recommendations
to the Faculty Senate.
3.3.6.2.2 This committee shall participate in the selection of review panel
members as provided in Article 11 in the 2009 Faculty Policies on
Faculty Grievances.
3.3.6.2.3 This committee shall serve as the committee to review all elections.
This committee shall commence its review by the request of one (1)
or more Full-time or Associate Faculty members. This committee,
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upon the request by the majority of Faculty Senate, will review any
alleged election irregularities or grievances.
3.3.6.2.3 This committee, upon the request by the majority of Faculty Senate,
will review any elections for vacancies.
3.3.7
Committee on Faculty Development Plans and Policies
3.3.7.1 Membership
The Faculty Senate will elect a member of the Senate to Chair the committee.
Based on the number of applications to serve on the committee, the Chair of the
committee shall select members pursuant to 3.1.4, and the Faculty Senate will
vote to confirm the committee members. Every effort will be made to confirm at
least seven (7) and generally not more than nine (9) members of the Faculty to
serve on the committee.
3.3.8
3.3.7.2.1
This committee shall advise the Faculty Senate on matters of policy
concerning Faculty Development Plans and on matters affecting the
educational environment in which Faculty work.
3.3.7.2.2
This committee shall develop guidelines for proposals for Faculty
development and development funding.
3.3.7.2.3
This committee shall provide a written report to the Provost on the
disbursement of Faculty development funds.
Committee on Research and Scholarship
3.3.8.1 Membership
Faculty to serve on the committee. A minimum of two (2) members should be at
the rank of Professor or Associate Professor.
3.3.8.2.1 This committee shall advise the Faculty on scholarly activities
including research, writing, presentations, publications, and media
development.
3.3.8.2.2 This committee shall conduct assessment regarding the research and
scholarship activities provided by the Faculty Senate.
3.3.9
Committee on Online and Educational Technology
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3.3.9.1 Membership
The Faculty Senate will elect a member of the Faculty Senate to chair the
Chair of the committee shall select pursuant to 3.1.4, and the Faculty Senate will
vote to confirm the committee members. Every effort will be made to confirm at
least seven (7) and generally not more than nine (9) members of the Faculty to
serve on the committee.
3.3.9.2.1 This committee shall review proposed new educational technologies
before they are adopted or instituted, and will make recommendations
to the Faculty Senate.
3.3.9.2.2 This committee shall review and make recommendations to the
Faculty Senate regarding policies and procedures for teaching online,
review and recommend policies and procedures regarding Faculty
rights, ownership and compensation for development of online
courses, and participate in discussions regarding online infrastructure.
3.3.9.2.3 This committee shall be charged with the responsibility of monitoring
and reviewing the educational technology policies and procedures
developed by the University, whether in written form or in practice.
This committee shall report its findings to the Faculty Senate.
3.3.10 Regional Committee
3.3.10.1 Membership
The Faculty Senate will elect a member of the Senate to Chair the committee.
Based on the number of applications to serve on the committee, the Chair of
the committee shall select members pursuant to 3.1.4, and the Faculty Senate
will vote to confirm the committee members. Every effort will be made to
confirm at least seven (7) and generally not more than nine (9) members of the
This committee shall review regional issues and concerns and present
recommendations to the Faculty Senate to help maintain consistency of
resources and communication across the University.
3.3.11 Spring Symposium Committee
3.3.11.1 Membership
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to confirm at least seven (7) and generally not more than nine (9) members of
the Faculty to serve on the committee.
3.3.11.2.1 This committee shall develop a plan for all activities scheduled to
occur during the Spring Symposium and submit it to the Faculty
Senate for approval. Once approved by the Faculty Senate, the
committee will be responsible for the implementation of the plan.
3.3.11.2.2 This committee will propose dates for the following year’s Spring
Symposium in the January Faculty Senate meeting. These dates
will be chosen so as not to conflict with graduation dates,
scheduled University breaks or holidays, or the final week of
classes. The dates will be approved by a vote of the Faculty
Senate.
3.3.12 Committee on Academic Freedom and Responsibility
3.3.12.1 Membership
3.3.12.2.1 This committee shall research issues and complaints related to the
exercise of academic freedom at the University. It shall report the
results of this research to the Faculty Senate.
3.3.12.2.2 This committee shall study and make recommendations to the
Faculty Senate on rules, procedures or processes related to
academic freedom at the University.
3.3.12.2.3 This committee shall conduct continuous and on-going research on
the latest developments related to academic freedom in the
American universities and generate timely and periodic reports for
the Faculty Senate.
3.3.12.2.4 This Committee shall organize and conduct at least one annual
lecture or panel discussion on a topic related to academic freedom
of the faculty.
3.3.13 Committee on Shared Governance
3.3.13.1 Membership
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3.3.13.2.1 This Committee shall research issues and complaints related to the
process and application of shared governance at the University. It
shall report the results of this research to the Faculty Senate.
3.3.13.2.2 This Committee’s Chair or Chair’s designee shall participate on
any university-wide assessment of shared governance, such as is
recommended by the August 10, 2010 report of the President’s
Task-force on Shared Governance.
3.3.13.2.3 This Committee shall organize at least one annual lecture or panel
discussion on a topic related to the exercise and application of
shared governance at the University.
3.3.14
Committee on Part-time Faculty
3.3.14.1 Membership
the Faculty to serve on the committee. A minimum of three (3) members
should be Associate Faculty.
3.3.14.2.1 This committee will research issues and complaints related to the
work and welfare of Associate and adjunct faculty. It will report the
results of such research to the Faculty Senate.
3.3.14.2.2 This committee will propose changes to written or other policies and
procedures that affect part-time faculty.
3.3.14.3.3 This committee will conduct an annual survey of part-time faculty to
solicit their input on issues related to the work and welfare of adjunct
faculty.
3.4
Special Committees
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3.4.1
The Faculty Senate shall also appoint such special committees as it deems advisable. The
membership of such committees may include Senators, members of the Faculty, and such
ex officio members as determined at the discretion of the Faculty Senate.
3.4.2
Except as otherwise provided, the procedures described in Article 3.1 shall be applicable
to any special committee.
ARTICLE 4
FACULTY GOVERNANCE, MEETINGS, RECOGNITION OF FACULTY, AND
ACADEMIC RESPONSIBILITIES
4.1
Faculty Meetings
4.1.1
Meetings
4.1.1.1 The Faculty shall meet at least twice per Academic Year. One (1) meeting shall
be in the fall during the Fall Assembly and one (1) meeting shall be in the spring
during the Faculty Senate Spring Symposium. In the event that the Fall Assembly
or Spring Symposium are not held, the Faculty Senate will call for a Universitywide meeting of the Faculty in the fall and spring of each Academic Year. The
Secretary of the Faculty Senate will keep a record of the proceedings and
attendance.
4.1.1.2 The dates for regularly scheduled meetings of the Faculty shall be published at
least twenty-one (21) Days in advance in accordance with the procedures in
Article 7.1.2.
4.1.1.3 All Official Actions of the Faculty shall be by majority vote of those voting by
secret ballot, except where otherwise stated in these Faculty Bylaws.
4.1.1.4 The Chair of the Faculty Senate may call special meetings of the Faculty and
Faculty Senate as needed. The Chair shall provide at least a seven- (7) Day
advance notice to each Faculty member as provided in Article 7.2.2.
4.1.2
Quorum
A quorum for University-wide Faculty meetings shall consist of a majority of the entire
Full-time and Associate faculty.
4.1.3
Parliamentary Procedure
The rules contained in the current edition of Robert's Rules of Order shall govern Faculty
meetings in all cases to which they are applicable and in which they are not inconsistent
with the Faculty Bylaws and special rules of order the Faculty may adopt.
4.1.4
Visitors
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Except as otherwise provided in these Faculty Bylaws, any member of the Faculty may
attend a University-wide meeting of the Faculty. Other visitors must confer with the
Chair of the Faculty Senate before attending the meeting in question.
4.2
4.3
4.4
Faculty Elections
4.2.1
The Committee on Nominations and Elections conducts elections in accordance with the
procedures established by the Committee on Nominations and Elections and approved by
the Faculty Senate as referred to in Article 3.3.5.
4.2.2
Elections to the School Personnel Committees and University Faculty Personnel
Committee will be conducted by the Committee on Nominations and Elections. Faculty
in each school will elect the members of these committees by May 15 of each year in
accordance with provisions in Articles 5.2.2 and 5.2.1.
4.2.3
Elections to the Faculty Senate, Graduate Council, and Undergraduate Council will be
conducted by the Committee on Nominations and Elections. Faculty in each school will
elect the members of these governing bodies by May 15 of each year in accordance with
provisions in Articles 2.1.4, 5.1.2 and 5.1.3.
4.2.4
Special elections for the above governing bodies are conducted by the Committee on
Nominations and Elections as the need arises.
4.2.5
Each school shall establish an Academic Affairs Committee to review and monitor the
quality of its programs. In those schools in which members are elected to the committee,
the election will be conducted by the Committee on Nominations and Elections.
4.2.6
The counting of ballots in any elections shall be open to visitors.
Department Chairs
4.3.1
Department Chairs in accordance with the Faculty Policies, are Full-time Faculty
members with all the rights and responsibilities of other Full-time Faculty members,
except as noted in Article 4.3.4.
4.3.2
Department Chairs are appointed by the School Dean in collaboration with the
department Full-time Faculty.
4.3.3.
The length of service for a Department Chair shall be three (3) years. Department Chairs
may serve subsequent terms upon reappointment by the School Dean in collaboration
with the department Full-time Faculty through a systematic review process.
4.3.4
Department Chairs are not eligible to serve on the Undergraduate or Graduate Councils,
the School Personnel Committee, or the University Faculty Personnel Committee.
Creation/Disbanding of Schools and Departments
4.4.1
Whenever the creation or disbanding of a school is considered, the President and the
Provost will engage in substantive discussion with the School Dean, the School’s Faculty,
the Faculty Senate, and the Undergraduate and Graduate Councils before making a
recommendation to the Board of Trustees about the creation or disbandment of a school.
20
The Faculty shall be given no less than six (6) months notice of the time and place of
such meetings. Faculty should report any concerns to the Faculty Senate.
4.4.2
4.5
Whenever the creation or disbanding of a department is considered, the President, the
Provost, and the School Dean will engage in substantive discussion with the School
Dean, the School’s Faculty, the Faculty Senate, and the Undergraduate and Graduate
Councils before making a recommendation to the Board of Trustees about the creation or
disbandment of a department. The Faculty shall be given no less than three (3) months
notice of the time and place of such meetings. Faculty should report any concerns to the
Faculty Senate.
Recognition of Faculty Academic Work
4.5.1
Criteria for Dr. Jerry C. Lee Faculty Senate Outstanding Faculty Service Award
4.5.1.1
Any Faculty member may nominate a Faculty member for the Outstanding
Service Award by April 1 of each Academic Year. The nominations will be
sent to the Chair of the Faculty Senate.
be a Full-time or Associate faculty member.
4.5.2
4.5.1.2
The Faculty member must have held the position of Full-time or Associate
faculty member at the University for four (4) years prior to the nomination.
4.5.1.3
A Faculty member must submit to the Faculty Senate upon nomination a
written reflection concerning the Faculty member’s service.
4.5.1.4
The Faculty Senate will select by secret ballot the final candidate for the
Outstanding Service Award after reviewing the written reflections. The
finalist's name will be sent to the President.
Criteria for the Distinguished Teaching Award
4.5.2.1
The Faculty member must have held position of Full-time or Associate faculty
at the University for four (4) years prior to the nomination. A Faculty member
may self-nominate or be nominated by a department or another Faculty
member.
4.5.2.2
The Faculty member must submit upon nomination a written reflection
concerning the Faculty member’s teaching to the Chair of the University
Faculty Personnel Committee by April 15.
4.5.2.3
The University Faculty Personnel Committee will select by secret ballot the
final candidate for the Outstanding Teaching Award after reviewing the written
reflections. The finalist's name will be sent to the President.
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ARTICLE 5
FACULTY GOVERNANCE AND ADVISORY BODIES
5.1
Governance Bodies
The Faculty Senate, Graduate Council, and Undergraduate Council are the bodies that represent
the Faculty in shared governance matters, as set forth in the Faculty Policies. Because they play
a separate and distinct role in the curricular approval process, department Chairs may not serve on
School Academic Affairs Committees, the Undergraduate Council, or the Graduate Council.
5.1.1
Faculty Senate (See Article 2)
5.1.2
Graduate Council
The Graduate Council is the representative body of the Graduate Faculty and graduate
student body. Its purpose is to assure excellence and quality control of graduate
education.
The duties and responsibilities of the Graduate Council are to
5.1.2.1 Develop graduate policies, and amendment/revisions to the Graduate Policies,
for submission to the Graduate Faculty for approval.
5.1.2.2 Approve or reject proposals for graduate programs and courses presented through
the academic review process.
5.1.2.3 Ensure the maintenance and improvement of academic quality of graduate
education.
5.1.2.4 Participate in University-wide strategic planning processes with respect to
graduate education.
5.1.2.5 Oversee graduate program review in collaboration with the Provost.
5.1.2.6 Respond to other graduate education concerns brought to the Graduate Council by
members of the Graduate Faculty or the Faculty Senate.
5.1.2.7 Respond to special graduate education concerns that may be referred by the
President or Provost.
5.1.2.8 Review and make recommendations for changes to the graduate section of the
General Catalog.
5.1.2.9 The Graduate Council shall consist of two (2) Graduate Faculty representatives
from each school or college, and one (1) Adjunct Faculty from the University at
large, plus one (1) student representative. Each member will serve a two (2) year
term and no more than two (2) consecutive terms. Terms will be staggered in
order to insure continuity and consistent application of standards.
5.1.3
Undergraduate Council
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The Undergraduate Council is the representative body of the Faculty charged with
ensuring the excellence and academic quality of undergraduate education.
The duties and responsibilities of the Undergraduate Council are to
5.1.3.1 Develop undergraduate policies, and amendments/revisions to the
Undergraduate Policies, for submission to the Faculty for approval;
5.1.3.2 Approve or reject proposals for undergraduate programs and courses presented
through the academic review process;
5.1.3.3 Ensure the maintenance and improvement of the academic quality of
undergraduate education;
5.1.3.4 Participate in University-wide strategic planning processes with respect to
undergraduate education;
5.1.3.5 Oversee undergraduate program review in collaboration with the Provost’s
Representative;
5.1.3.6 Review and make recommendations for changes to the undergraduate section of
the General Catalog.
5.1.3.7 The Undergraduate Council shall consist of two (2) Faculty representatives from
each school and college plus one student representative. A new student
representative will be selected each year. Undergraduate Council members will
serve two (2) year terms and no more than two (2) consecutive terms. Terms will
be staggered in order to insure continuity and consistent application of standards.
5.1.4
School Academic Affairs Committees
5.1.4.1 Each school shall establish an Academic Affairs Committee. Full-time Faculty
and Associate Faculty are eligible to serve on the committee.
5.1.4.2 In those schools in which members are elected to the committee, the committee
shall not exceed nine (9) members. Each member of the committee will serve a
two (2) year term, and may not serve more than two (2) consecutive terms.
Terms will be staggered in order to insure continuity and consistent application
of standards.
5.1.4.3 The School Academic Affairs Committees review curriculum proposals, monitor
the quality of school’s programs, and make recommendations to the School Dean
concerning academic and curricular policy.
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5.2
Advisory Bodies
Because they play a separate and distinct role in the faculty evaluation processes, department
Chairs may not serve on School Personnel Committees or the University Faculty Personnel
Committee.
5.2.1
The University Faculty Personnel Committee
5.2.1.1 This committee shall be comprised of Faculty members at the rank of Professor,
Clinical Professor, Associate Professor, or Clinical Associate Professor. The
Faculty for each school will elect by secret ballot two (2) representatives
following procedures established by the Committee on Nominations and
Elections. Department Chairs shall not be members of the University Faculty
Personnel Committee. A faculty member cannot serve on both the School
Personnel Committee and the University Faculty Personnel Committee in the
same year.
5.2.1.2 Each member of the committee will serve a two (2) year term. A faculty member
may not serve consecutive terms on the Committee. Terms of School
representatives to the University Faculty Personnel Committee will be staggered,
so that one position is filled by a new member each year.
5.2.1.3 Each year the committee will elect from its members a Chair and a Vice Chair.
In order that these positions be filled by the beginning of the academic year, the
senior ranking faculty member on the newly elected Committee shall convene a
meeting of the Committee prior to June 30 to elect the Chair and Vice Chair.
5.2.1.4 The University Faculty Personnel Committee will evaluate each Faculty
member's dossier and the letters of recommendation from the Department Chair,
School Personnel Committee and the School Dean in regards to teaching,
scholarship, and service. The committee will issue a single recommendation
letter for each Faculty member assessed, unless there is a minority opinion which
will be noted in that letter.
5.2.1.5 In the event a member cannot serve out his or her term, a Faculty member
holding the required rank shall be elected by the Faculty of the School following
the procedures developed by the Committee on Nominations and Elections to fill
the vacancy on the University Faculty Personnel Committee.
5.2.1.6 Faculty members serving on the University Faculty Personnel Committee whose
dossiers are under review for reappointment and/or promotion must recuse
themselves from any committee discussions or Official Actions on their own file.
5.2.1.7 Faculty members serving on the University Faculty Personnel Committee whose
Department Chairs’ dossiers are under review for reappointment and/or
promotion must recuse themselves from Committee discussions or Official
Actions on that file.
5.2.2
School Personnel Committees
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5.2.2.1 Each school shall establish a School Personnel Committee that shall be elected
by secret ballot before the end of each Academic Year following the procedures
given by the Committee on Nominations and Elections. This committee shall be
comprised of at least three (3) and no more than six (6) Faculty members with the
rank of Associate Professor, Associate Clinical Professor, Professor, or Clinical
Professor with a minimum of three (3) years of full-time faculty experience. If
there are not sufficient faculty of appropriate rank in a School to fulfill the
minimum requirement of three members, then Assistant Professors and Assistant
Clinical Professors with a minimum of three (3) years of full-time faculty
experience may be considered. The Faculty of each school will determine the
size of the committee. Department Chairs shall not be members of the School
Personnel Committee. A Faculty member may not serve on both the School
Personnel Committee and the University Faculty Personnel Committee in the
same year.
5.2.2.2 Elections to School Personnel Committees will be for a two (2) year term,
effective on the first day of each academic year (July 1). A Faculty member may
not serve consecutive terms on the School Personnel Committee. Terms on the
School Personnel Committee will be staggered to provide continuity and
consistent application of standards.
5.2.2.3 The members of the School Personnel Committee will select a Chair. The Chair
will be responsible for calling the meetings and setting the agenda. The senior
ranking professor shall convene the meetings until a chair has been elected. In
order that this position be filled by the beginning of the academic year, the senior
ranking faculty member on the newly elected Committee shall convene a meeting
of the Committee prior to June 30 to elect the Chair.
5.2.2.4 The School Personnel Committee members will evaluate each Faculty member
based on the dossier and the letters of recommendation from the Department
Chair. The Committee will issue a single recommendation letter for each Faculty
member. If there is a minority opinion, it will be noted in that letter.
5.2.2.5 Faculty members serving on the School Personnel Committee whose dossiers or
letters are under review for reappointment, promotion, or merit pay increase must
recuse themselves from any committee discussions or Official Actions on their
own file.
5.2.3
Research Council
5.2.3.1 This committee consists of at least one (1) and no more than two (2) Faculty
members from each school.
5.2.3.2 Each member of the committee will serve a two- (2) year term. A committee
member may serve no more than two (2) consecutive terms. Terms will be
staggered in order to insure continuity and consistent application of standards.
5.2.3.3 The mission of the Research Council is to provide leadership that enhances the
University’s distinction in research, scholarship, and creative activities. The
Research Council, which reports to and advises the Provost, identifies needs of
the Faculty and other researchers, analyzes services, policies and procedures that
25
affect research, and makes recommendations that will facilitate the research
process and researcher productivity.
5.2.3.4 Members of the Research Council are appointed to represent their schools by
their School Deans with the concurrence of the Provost. Members must be
Faculty members who have an exemplary record in research, scholarship, or
creative endeavor.
5.2.3.5 Each School Dean will appoint a Faculty committee to select by June 30 a piece
of premier research, scholarship, or creative work which will be published or
adapted for publication in the annual National University Faculty Scholar: A
Directory of Faculty Research, Scholarship, and Creative Work. The authors,
investigators, or creators of the works published will be considered to be the
nominees for the annual Faculty Distinguished Scholarship Award. The
Research Council shall review the work of the nominees and select one of them
to represent the Faculty as the recipient of the annual Faculty Distinguished
Scholarship Award which will be presented at the Fall Academic Assembly.
5.2.4
School Academic Assessment Committees
Comprised of representatives of a School or College, this committee coordinates the
school level Assessment Program in support of the school's programs.
5.2.5
University Academic Assessment Committeee
Comprised of representatives of the School Academic Assessment Committees, the
Undergraduate Council and Graduate Council Assessment Committees, the Office of
Institutional Research, and the Associate Provost, this committee coordinates the
Universtiy Assessment Program in support of the Undergraduate and Graduate
Assessment roles.
5.2.6
Council of Chairs
The Council of Chairs shall be comprised of the Department Chairs from all Schools and
shall serve as a consultative body whose duties and responsibilities include studying
matters related to academic programs and making recommendations to the President,
Provost, the School Deans, the Faculty Senate, and the Graduate and Undergraduate
Councils.
ARTICLE 6
AMENDMENTS, REVISIONS, AND MODIFICATIONS
6.1
Amendments to the Faculty Policies and Faculty Bylaws may be initiated by a majority vote of
the Faculty Senate or by a written request signed by ten percent (10%) of the voting members of
the Faculty. Proposed amendments shall be submitted to the Faculty in writing. The Committee
on Nominations and Elections will conduct a secret ballot vote of the voting members of the
Faculty on all proposed amendments. Voting will be conducted in person at University-wide
assemblies or by mail. An amendment is adopted by an affirmative vote of a majority of the
26
eligible Faculty. The President and the Board of Trustees must approve all amendments to the
Faculty Bylaws and Faculty Policies.
6.2
Members of the Faculty currently serving in a governance role who are affected by changes to the
Faculty Bylaws shall be entitled to complete the terms to which they have been elected or
appointed.
ARTICLE 7
PUBLICATIONS AND NOTICE PROCEDURES
7.1
Publications of Minutes and Notices
7.1.1
Faculty Senate
The minutes, notices, and agendas shall be e-mailed to all Full-time and Associate
Faculty members’ University e-mail addresses and posted to NU-FAST. Such electronic
publication shall constitute notice to all Faculty of the business conducted by the Faculty
Senate at its meeting.
7.1.2
Meetings of the Faculty
The minutes, notices, and agendas shall be e-mailed to all Full-time and Associate
Faculty members’ University e-mail addresses and posted to NU-FAST. Such an
electronic publication shall constitute notice to all Faculty of the business conducted by
the Faculty at its meetings.
7.1.3
Other Committees
The minutes, notices, agendas, and other documents that are required to be disbursed or
published by the committees shall be e-mailed to the appropriate individuals’ University
e-mail addresses and posted to NU-FAST. Such electronic publication shall constitute
notice to all Faculty of the business conducted by the committees at their meetings.
7.2
Alternative Notice Procedures
7.2.1
Notwithstanding the provision of Article 7.1, the Faculty Senate may utilize other means
of publication of Faculty Senate business provided such other means are reasonably
calculated to provide notice to Faculty of such business.
27
University and School of Health and Human Services Standing and ad hoc
Committees
University-level standing faculty committees:
Faculty Senate
The Faculty Senate represents the MPH program faculty. The Faculty Senate is
comprised of elected representatives from each College, School and region of National
University. The Faculty Senate is the collaborative body, with responsibility for furthering
and protecting shared academic governance and faculty members’ welfare. The
constitution and the procedures of the Faculty Senate are described in the Faculty
Bylaws. Faculty Senate activities include, but are not limited to: conducting studies;
researching and preparing reports; and making recommendations to the President, the
Provost, the Provost’s Council, the Council of Chairs, the Graduate Council, and the
Undergraduate Council on any and all issues pertaining to the work and well-being of
the faculty.
Council of Chairs
The Chair of the Department of Community Health is a member of the Council of Chairs
and represents the interests of the MPH program. The Council of Chairs is comprised
of the Department Chairs from all Schools and serves as a deliberative and consultative
body whose functions include studying matters related to academic programs and
making recommendations to the President, the Provost, the School Deans, the Faculty
Senate, the Graduate Council and the Undergraduate Council.
Graduate Council
The Graduate Council is comprised of elected members of the graduate faculty from
each college and school. The Graduate Council develops and recommends policies
concerning the nature and scope of graduate-level programs including the MPH
program. It approves courses of study offered by the Departments of instruction;
develops and recommends policies and regulations governing admission to graduate
programs; establishes, recommends, and monitors requirements for completing
graduate programs; establishes and recommends criteria for becoming a member of the
Graduate Faculty; determines on a yearly basis members of National University Faculty
who have primary responsibility at the graduate level; and establishes written guidelines
in collaboration with the Provost, for graduate programs and assessment.
University Faculty Personnel Committee
The University Faculty Personnel Committee (UFPC) is comprised of elected members
from each school and college. Its primary responsibility is to ensure equity in the
evaluation of Faculty members across Schools and Departments, including the MPH
faculty.
University Assessment Committee
The University Assessment Committee is comprised of the Chairs from each School
Assessment Committee. It oversees the Program Annual Reviews, Multi-year plans
and the five-year review of the MPH program.
University Committee on Nominations and Elections
The University Committee on Nominations and Elections (UCNE) conducts elections for
all schools and colleges in the university. They oversee elections by the MPH faculty.
Membership for this committee is comprised of two elected representatives from each
School, one representative from the Faculty Senate elected by a majority vote of the
Senate, and one representative appointed by the Provost.
National University Institutional Review Board
Membership of the the National University Institutional Review Board (NU-IRB) is
comprised of elected representatives from each school or college. The NU-IRB
monitors CITI training of all MPH faculty and students as well as approves all research
involving human subjects by MPH students and MPH faculty. This includes MPH
capstone projects.
The NU-IRB was established in accordance with federal regulations governing the use
of human subjects in research. The NU-IRB is charged with the responsibility for review
and surveillance of all research involving human subjects carried out at National
University. Review and surveillance are conducted to assure the protection of the rights
and welfare of all research subjects, including volunteers.
Any research conducted by National University faculty, staff, or students that involves
human subjects in any way must receive IRB approval before the research can be
undertaken. Also, any research that utilizes National University faculty, staff, or students
as subjects must be approved by the NU-IRB before the research can be undertaken.
Research that is based solely on external literature written by others about human
subjects does not require approval of the NU-IRB nor does research that is purely
theoretical or is exclusively limited to non-human subjects such as engineering, etc. If
the research, however, involves human subjects in any way, such as being recorded in
a data pool or being asked to participate in an experiment, to be observed, to respond
to a survey or questionnaire or to participate in a focus group, then approval of the NUIRB is required.
All individuals who conduct research at National University or under its auspices shall
observe the guidelines and policies in the planning, designing, and implementation of
research projects involving human subjects. These policies and guidelines are intended
to supplement, not supplant, ethical guidelines for research established by professional
organizations that represent the various disciplines within the academic and
professional communities. Researchers at the University shall strive to maintain the
highest ethical standards and shall utilize the guidelines described in the policy as
minimum standards in the effort to protect the welfare and rights of their human subjects
and contribute knowledge to their disciplines. Finally researchers must remember that
the highest wisdom is that which cherishes and protects the dignity of each and every
human being. (Human Subjects Research Policy, Policy#8:01:00).
The CITI (Collaborative Institutional Training Initiative) Program provides research
ethics instruction in various aspects of the responsible conduct of research (RCR)
including human subjects protection, health information privacy and security, laboratory
animal welfare, research misconduct, data management, authorship, peer review,
conflict of interest, mentoring and collaborative science. National University uses the
CITI program to stay in compliance with Federal and institutional policies regarding
training, as a condition before conducting human subjects, as well as assure that
research protocols are planned, and conducted in an ethical manner and consistent with
standards established by the NU-IRB.
University-level ad hoc committees:
President’s Academic Leadership Council: Comprised of the Chairs of the University
Senate, Graduate Council, Undergraduate Council, and Council of Chairs, the Provost
and Associate Provost. The purpose of council is to foster communication.
President’s Faculty Council: Comprised of appointed members of the faculty who
meet quarterly with the president.
President’s Task Forces: Appointed for a specific exploration. The task forces
produce recommendations to the president.
School-level standing committees:
School of Health and Human Services (SHHS) Assessment Committee
The School Assessment Committee (SHHS SAC) is comprised of appointed members
of the SHHS faculty. They meet monthly to oversee the program assessment process
including the assessment of the MPH program. The committee offers workshops and
individual mentorship for faculty who are conducting program annual reports, multi-year
plans and five-year reviews.
School of Health and Human Services (SHHS) Academic Affairs Committee
The School Academic Affairs Committee (SHHS SAAC) is comprised of elected
members of the Departments of Community Health, Health Science and Nursing. It is
responsible for approving new programs and modifications to existing programs within
the School including the MPH program.
School of Health and Human Service (SHHS) Personnel Committee
The School Personnel Committee (SPC) is comprised of elected members of the
Departments of Community Health, Health Science and Nursing. Its purpose is to
ensure that Faculty members are given the fairest, fullest and most comprehensive
assessment of their professional work by colleagues within their School. The SPC
makes recommendations to the University Personnel Committee concerning
reappointment, promotion, merit, and sabbatical requests.
School of Health and Human Services (SHHS) Leadership Committee
This group is comprised of the Department Chairs who meet monthly with the Dean to
discuss planning and issues pertinent to all SHHS departments including the MPH
program.
School of Health and Human Services (SHHS) Program Lead Committee
All program lead faculty meet monthly with the Dean to foster communication and to
discuss issues pertinent to all programs in the SHHS. The MPH Program Lead
participates in this committee.
School-level ad hoc committees:
SHHS Task Force on the Student Experience
The members of this committee are faculty and staff who have volunteered to examine
the student experience from first contact through graduation. The committee will make
recommendations to the departments and programs including the MPH program. The
objective of the SHHS Student Learning Ecosystem Project (SLEP) is to create a
comprehensive plan for implementing a structured student learning ecosystem to serve
SHHS students in all program delivery modes as well as other members of the SHHS
learning community. The SHHS Learning Ecosystem is a dynamic system of interactive
relationships between the SHHS community of learners and the SHHS learning
environment that is continually optimized for acquiring professional expertise. The
Student Learning Ecosystem will integrate comprehensive student learning resources
and experiences starting with first contract through job placement.
Community Health Department Committee Memberships: 2012-2013
Faculty Focus on Research
Meets monthly to support the research agenda of the department, to foster an intellectual community,
to encourage collaborative research projects, and to increase the dissemination of scholarly work by the
faculty members in the department.
Membership
Dr. Tyler Smith, Chair
Dr. Stephen Bowman
Dr. Ellen Kaye Gehrke
Dr. David Adesanya
Dr. Alba Lucia Diaz
Ms. Linda Macomber
Dr. Lara Carver
Dr. Catherine Chung
Dr. Catherine Prato
Dr. Angela Drake
Dr. William Baldyga
Dr. GinaMarie Piane
Curriculum
The Community Health Department Curriculum Committee is responsible for approving new programs
and modifications to existing programs within the Department.
Membership
Dr. Ellen Kaye Gehrke, Chair
Dr. Alba Lucia Diaz
Dr. Stephen Bowman
Dr. David Adesanya
Dr. GinaMarie Piane
Community Service and Volunteerism
The Community Health Community Service and Volunteerism Committee meets monthly to examine
and disseminate volunteer opportunities for the MPH students. They also monitor volunteer hours and
have proposed requiring volunteer hours for all students.
Membership
Dr. Alba Lucia Diaz, Chair
Dr. Ellen Kaye Gehrke
Dr. David Adesanya
Ms. Linda Macomber
Dr. Lara Carver
Dr. Angela Drake
Dr. William Baldyga
Scheduling
The Community Health Department Scheduling meetings occur every six months in order to schedule
and staff courses within the department.
Membership
Dr. David Adesanya, Chair
Stephen Bowman
Dr. Alba Lucia Diaz
Dr. GinaMarie Piane
Awards and Recognition
The Community Health Department Awards and Recognition Committee meets annually to select
student award recipients and to plan the awards ceremony.
Membership
Ms. Linda Macomber, Chair
Dr. Tyler Smith
Dr. GinaMarie Piane
MPH Course Syllabi
Public Health Core Courses
HCA 600: US Healthcare System
COH 602: Biostatistics
COH 604: Theories of Health
Behavior
COH 606: Epidemiology
COH 608: Public Health and the
Environment
On site
Sept 2012 Bowman
p. 7
May 2012 A Smith p.24
July 2012 Morton p.28
Sept 2012 A Smith
p. 48
May 2012 Chowdhury
p. 53
On-line
Sept 2012 LaChapelle
p.13
May 2012 McHugh
p.19
Aug 2012 Omagbai
p. 35
July 2012 Piane p. 40
Other Courses Required of all MPH students
COH 611: Research Methods
Aug 2012 Morton p.65
COH 691: Public Health Internship
COH 692: Public Health Capstone
May 2012 Evans p.72
July 2012 Piane p.78
Sept 2012 Tweeten
p. 69
Courses in the Health Promotion Specialization
COH 601: Global Public Health
COH 603: Public Health Biology
COH 605: Health Promotion
Program Development
COH 609: Public Health Program
Evaluation
Strategies and Tactics
COH 612: Health Policy and
Advocacy
COH 613: Public Health Informatics
April 2012 Adesanya
p.81
June 2012 Tweeten
June 2012 Omagbai
p. 87
p. 90
Aug 2012 Diaz p. 94
April 2012 Adesanya
p. 97
June 2012 Sipan p. 100
July 2012 Diaz p. 105
Sept 2012 Morton
p. 112
April 2012 T Smith
p. 120
Courses in the Mental Health Specialization
COH 601: Global Public Health
COH 609: Public Health Program
Evaluation
COH 612: Health Policy and
Advocacy
COH 614: Psychosocial
Epidemiology
April 2012 Adesanya
p.81
June 2012 Sipan p.100
Sept 2012 Morton
p.112
Sept 2012 Piane p. 124
Page 1 of 187
COH 616: Mental Health Program
Planning
COH 617 Public Health Aspects of
Violence
COH 619: Public Health Aspects of
Human Sexuality
COH 621: Public Health Aspects of
Drug Addiction
Oct 2012 Piane p.128
In development p.133
In development p. 134
In development p. 135
Courses in the Healthcare Administration Specialization
HCA 610: Health Policy
HCA 620: Health Organization
Management
HCA 622: Quality Appraisal and
Evaluation
HCA 626: Healthcare Information
Systems
HCA 628 Healthcare Administration
Human Resource Management
HCA 630 Healthcare Law and
Ethics
HCA 660: Healthcare Economics
HCA 663: Healthcare
Accounting/Finance
April 2012 Holland
p. 136
June 2012 LaChapelle
p. 140
Aug 2012 Holland
p. 145
July 2012 LaChapelle
p. 148
May 2012 Hilleary
p. 155
June 2012 Caruana
p. 160
April 2012 Mondal
p. 165
Sept 2012 Ensign
p. 169
Note: Bibliographies and Standard Language included in all syllabi are excluded for
brevity
Standard Language Included in every Syllabus
Definition of Grades:
A
Outstanding Achievement
B
Commendable Achievement
C
Marginal Achievement
D
Unsatisfactory *
F
Failing *
* Students receiving this grade in a course that is required for his/her degree program
must repeat the course.
Page 2 of 187
I
Incomplete A grade given at the discretion of the instructor when a student
who has completed at least two-thirds of the course class sessions and is
unable to complete the requirements of the course because of uncontrollable
and unforeseen circumstances. The student must convey these circumstances
(preferably in writing) to the instructor prior to the final day of the course. If an
instructor decides that an "Incomplete" is warranted, the instructor must
convey the conditions for removal of the "Incomplete" to the student in writing.
A copy must also be placed on file with the Office of the Registrar until the
"Incomplete" is removed or the time limit for removal has passed. An
"Incomplete" is not assigned when the only way the student could make up the
work would be to attend a major portion of the class when next offered.
An "I" that is not removed within the stipulated time becomes an "F." No grade
points are assigned. The "F" is calculated in the grade point average.
W
Withdrawal Signifies that a student has withdrawn from a course after
beginning the third class session. Students who wish to withdraw must
notify their admissions advisor before the beginning of the sixth class
session in the case of graduate courses, or before the seventh class
session in the case of undergraduate courses. Instructors are not
authorized to issue a "W" grade.
Page 3 of 187
SCHOOL OF HEALTH AND HUMAN SERVICES REQUIREMENTS
General Policies:
Academic Integrity:
Students are required to submit their own, original work that is written or developed for
this particular class.
Attendance:
Students are expected to attend all class sessions. An absence is assessed each time a
student is not in attendance during a regularly scheduled class period, whether or not it
is an excused absence. An instructor may withdraw a student from class prior to the
sixth session in graduate courses if there are more than two unexcused absences.
Students who have more than three absences, excused or unexcused, cannot be given
a satisfactory grade.
Cell Phones:
Cell phones may not be used during class. Students should shut off or switch phones to
silent mode.
Laptop Computers:
Laptop computers may be used in class for taking notes and accessing materials
posted on eCompanion. Instructors may ask students to close computers if use
becomes disruptive to learning.
Civility:
As a diverse community of learners, students must strive to work together in a setting of
civility, tolerance, and respect for each other and for the instructor. Rules of classroom
behavior (which apply to online as well as onsite courses) include but are not limited to
the following:
 Conflicting opinions among members of a class are to be respected and
responded to in a professional manner.
 Side conversations or other distracting behaviors are not to be engaged in during
lectures, class discussions or presentations
 There are to be no offensive comments, language, or gestures
Diversity:
Learning to work with and value diversity is essential in every degree program. Students
are required to act respectfully toward other students and instructors throughout the
course. Students are also expected to exhibit an appreciation for multinational and
gender diversity in the classroom and develop leadership skills and judgment
appropriate to such diversity in the workplace.
Page 4 of 187
Disability:
National University complies with the Americans with Disabilities Act of 1990 and
Section 504 of the Federal Rehabilitation Act of 1973. If you need accommodations due
to a documented disability, please contact the Office of Scholarships and Special
Services at (858) 642-8185 or via e-mail at specialservices@nu.edu. Information
received by this office is confidential and is only released on a 'need-to-know' basis or
with your prior written consent. Accommodations can only be granted upon approval by
the Committee for Students with Disabilities (CSD).
Ethics:
Ethical behavior in the classroom is required of every student. Students are also
expected to identify ethical policies and practices relevant to course topics.
Plagiarism:
Plagiarism is the presentation of someone else's ideas or work as one's own. Students
must give credit for any information that is not either the result of original research or
common knowledge. If a student borrows ideas or information from another author,
he/she must acknowledge the author in the body of the text and on the reference page.
Students found plagiarizing are subject to the penalties outlined in the Policies and
Procedures section of the University Catalog, which may include a failing grade for the
work in question or for the entire course. The following is one of many websites that
provide helpful information concerning plagiarism for both students and faculty:
http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Quoting, Paraphrasing, and Summarizing
(http://owl.english.purdue.edu/handouts/research/r_quotprsum.html )
Technology:
Students are expected to be competent in using current technology appropriate for this
discipline. Such technology may include word processing, spreadsheet, and
presentation software. Use of the internet and e-mail may also be required.
The following website provides information on APA, MLA, and other writing and citation
styles that may be required for term papers and the like:
http://www.nu.edu/LIBRARY/ReferenceTools/citations.html
Writing Standards of SHHS:
Students are expected to demonstrate writing skills in describing, analyzing and
evaluating ideas and experiences. Written material must follow specific standards
regarding citations of authors' work within the text and references at the end of the
paper. Students are encouraged to use the services of the University's Writing Center
when preparing materials (see National University Services below). Grades will be
assigned for written material in accordance with the University catalog and the following
general criteria adopted by the School of Health and Human Services.
Page 5 of 187
NOTE: Letter grades may be assigned for any or all of the following reasons:
"A" Range: Outstanding achievement, significantly exceeds standards

Unique topic or unique treatment of topic, takes risks with content; fresh
approach.

Sophisticated/exceptional use of examples.

Original and "fluid" organization; all sentences and paragraphs contribute;
sophisticated transitions between paragraphs.

Integration of quotations and citations is sophisticated and highlights the author's
argument.

Confidence in use of Standard English; language reflects a practiced and/or
refined understanding of syntax and usage.

Sentences vary in structure, very few, if any mechanical errors (no serious
mechanical errors).
"B" Range: Commendable achievement, meets or exceeds standards for course.

Specific, original focus, content well handled.

Significance of content is clearly conveyed; good use of examples; sufficient
support exists in key areas.

Has effective shape (organization), effective pacing between sentences or
paragraphs.

Quotations and citations are integrated into argument to enhance the flow of
ideas.

Has competent transitions between all sentences and paragraphs.

Conveys a strong understanding of standard English; the writer is clear in his/her
attempt to articulate main points, but may demonstrate moments of "flat" or
unrefined language.

May have a few minor mechanical errors (misplaced commas, pronoun
disagreement, etc.), but no serious mechanical errors (fragments, run-ons,
comma splices, etc.)
"C" Range: Acceptable achievement, meets standards for course
 Retains overall focus, generally solid command of subject matter.

Subject matter well explored but may show signs of underachievement.

Significance is understood, competent use of examples.

Structure is solid, but an occasional sentence or paragraph may lack focus.

Quotations and citations are integrated into argument.

Transitions between paragraphs occur but may lack originality.

Competent use of language; sentences are solid but may lack development,
refinement, style.

Occasional minor mechanical errors may occur, but do not impede clear
understanding of material.

No serious mechanical errors (fragments, run-ons, comma-splices, etc.).
"D" Range: Unsatisfactory achievement; does not meet acceptable standards
Note: The "D" grade is a passing grade; work that is not of "passing quality" should
receive grade "F".
Page 6 of 187







Significance of content is unclear.
Ideas lack support, elaboration.
Lacks sufficient examples or relevance of examples may be unclear.
Support material is not clearly incorporated into argument.
Expression is frequently awkward (problematic sentence structure).
Mechanical errors may often impede clear understanding of material.
May have recurring serious mechanical errors (fragments, run-ons, comma
splices, etc.).
"F" Range: Fails to meet minimal standards
 Ignores assignment.
 Lacks significance.
 Lacks coherence.
 Includes plagiarized material (intentional or unintentional).
 Lacks focus
 Difficult to follow due to awkward sentence or paragraph development.
 Mechanical errors impede understanding.
 Problems with writing
National University Library:
National University Library supports academic rigor and student academic success by
providing access to scholarly books and journals both electronically and in hard copy.
Print materials may be accessed at the Library in San Diego or through document
delivery for online and regional students. Librarians are available to provide training,
reference assistance, and mentoring at the San Diego Library and virtually for online or
regional students. Please take advantage of Library resources:
 URL: http://www.nu.edu/library.
 Contact the Library:
o RefDesk@nu.edu
o (858) 541-7900 (direct line)
o 1-866-NU ACCESS x7900 (toll free)
 Use the Library Training Tools (on the Library Homepage) for additional help
o Recorded class presentations
o Tutorials & Guides (APA/MLA, Peer-Review, and more)
Page 7 of 187
National University
School of Health and Human Services
Department of Community Health
Master of Healthcare Administration
HCA 600 U.S. Healthcare System
Course Outline
Kearny Mesa Learning Center
Center for Technology and Health Sciences
September 2012
Professor: Stephen Bowman
Email: sbowman@nu.edu
Phone: (858) 309-3484
Office hours: Tuesdays and Thursdays (3:00 – 5:00 PM). Kearny Mesa building, room
111
Class Sessions:
Week 1: September 4th and 6th
Week 2: September 11th and 13th
Week 3: September 18th, 20th, and *22nd
Week 4: September 25th
*Saturday class will meet one week earlier on September 22nd. Time will be
9:00 AM – 1:00 PM
Note: We will not meet in person for the September 27th class. You will
complete an online final exam during this time.
Textbook:
Shi, L. and Singh, D.A. (2012). Delivering Health Care in America: A Systems
Approach. 5th Edition. Sudburry, MA: Jones and Bartlett Publishers.
Note: The textbook is required. You will need a copy to do well on the
exams.
Page 8 of 187
Course Description
Provides a comprehensive overview of the basic structures and operations of the US
health system. The origins of health care reveal how much of where we are today
occurred. From individual services, cost, and quality, understanding these complexities
is essential for today’s health care professional. More and more health care
organizations are using a unique “systems” approach, in the midst of drastic health care
reform initiatives that threaten the status quo. By understanding the complexities of
health care organizations and finance, the learner can position him or herself to be
poised to lead.
Course Learning Outcomes:
Upon completion of this course the student will be able to:
1. Identify major trends in the US healthcare system.
2. Interpret consequences of key events on professions, organizations
and financing of care.
3. Differentiate between various healthcare delivery and financing systems.
4. Relate changes in access, cost and quality of care to various perspectives and
stakeholders.
5. Identify concerns of the US healthcare system in the global context.
6. Design alternative approaches to address significant health care issues.
7. Explain consumer behavior in health services settings.
Program Mission:
Master of Healthcare Administration (MHA)
The Master in Healthcare Administration at National University prepares healthcare
administration professionals, in a learning-centered environment, to assume entry and
mid-level career positions in health services organizations to help meet the dynamic
health needs of our diverse, global community through creative, adaptable and socially
responsible endeavors.
Master of Public Health (MPH)
National University’s MPH program prepares educated, ethical and high-functioning
public health professionals that serve the global community by advancing health and
social justice. The NU MPH program employs collaborative administration where
faculty, students, and public health professionals collaborate to disseminate public
health scholarship through teaching, research and community service.
Master of Science in Health Informatics (MS)
The MS in Health Informatics is a professional degree designed to enhance the practice
of health informatics by preparing students for career growth to mid-level and leadership
positions within healthcare organizations, technology, and consulting firms. This
program is intended for students interested in the effective use of information
technologies and systems to improve the quality, safety, efficiency, and affordability of
healthcare.
Page 9 of 187
Program Learning Outcomes:
Solve complex problems in a healthcare environment by employing analytical skills;
Establish strategic priorities of a healthcare organization in line with the needs and
values of the community it serves;
Conduct financial analysis, explain financial and accounting information, and make
long-term investment decisions for a healthcare organization;
Apply healthcare management concepts for healthcare organizations;
Utilize administrative and clinical information technology and decision-support tools
in process and performance improvement;
Incorporate the principles of quality management for proving outcomes in
healthcare organizations;
Synthesize best practices in healthcare leadership;
Evaluate the ethical, legal, and regulatory requirements of the healthcare industry.
Program Lead Faculty:
INTRODUCED
INTRODUCED
INTRODUCED
INTRODUCED
INTRODUCED
Dr. Stephen Bowman
sbowman@nu.edu; (858) 309-3484
Master of Public Health
Analyze and interpret health data.
Describe the distribution and determinants of disease, disabilities and death in
human populations
Evaluate the environmental factors that affect the health of a community.
Analyze the planning, organization, administration and policies of health care
organizations.
Apply the concepts and methods of social justice and social and behavioral
sciences relevant to the identification and solution of public health problems.
INTRODUCED
GinaMarie Piane, DrPH
gpiane@nu.edu; (858) 309-3474
Master of Science in Health Informatics
Evaluate the healthcare delivery system in the US and the impact of social, cultural, political,
economic, and environmental factors affecting the management and operation of healthcare
organizations.
INTRODUCED
Evaluate health data management technologies and methods to improve the quality,
efficiency, equity and safety of healthcare practice and organization.
Develop strategies for improving healthcare delivery and achieving institutional strategic
initiatives using information systems and technologies.
Evaluate leadership principles and practices in health information technology staff
development, technology adoption and change management in a healthcare organization.
INTRODUCED
Evaluate a healthcare organization's processes and systems to ensure compliance with
ethical, legal and regulatory mandates and professional standards of health information
technology.
Apply statistical and research methodologies to implement evidence-based health
information technology management practice and healthcare quality improvement.
Communicate knowledge of health information systems and technology to stakeholders of
the healthcare ecosystem.
Ms. Linda Macomber
lmacomber@nu.edu (858) 309-3495
Page 10 of 187
INTRODUCED
Teaching Methodology:
The learning environment consists of reading the assigned chapters prior to class, and
participating and actively engaging each other during class sessions. Each week,
assignments will include textbook readings and lecture, as well as class discussions,
videos, and other in-class exercises. Three written papers will be required over the
course, and there will be a midterm and a final exam. The schedule and due dates for
assignments are noted below. No late assignments will be accepted.
SCHEDULE
1. Classes are on a Tuesday and Thursday, 5:30 PM – 10:00 PM.
2. The Saturday class will meet from 9:00 AM – 1:00 PM.
3. Thursday, September 27th, you will complete the final exam. This will be
independent work, open book and notes. You will have 90 minutes to complete
the exam. You may not work with other students. We will not meet in person on
September 27th.
Date
(1) Tuesday,
September 4th
5:30-10:00 pm
Topic
A Distinctive System of
Health Care Delivery
Reading
Chapter 1
Chapter 2
Beliefs, Values, and Health
The Future of Healthcare
(Need to Know PBS Video)
- Class discussion
- In-class exercise
(2) Thursday,
September 6th
5:30-10:00 pm
Evolution of Health Services Chapter 3
in the United States
Chapter 4
Health Services
Professionals
- Video
- Class discussion
- In-class exercise
(3) Tuesday,
September 11th
5:30-10:00 pm
Medical Technology
Financing
Chapter 5
Chapter 6
- Video
- Class discussion
- In-class exercise
Page 11 of 187
Assignments Due
(4) Thursday,
September 13th
5:30-10:00 pm
Outpatient and Primary
Care Services
Chapter 7
Chapter 8
Assignment 1 due by
5:30 PM to the
Course Dropbox
Chapter 9
Chapter 10
Midterm (in-class)
Chapter 11
Chapter 12
Assignment 2 due by
5:30 PM
Inpatient Facilities and
Services
(5) Tuesday,
September 18th
5:30-10:00 pm
- Video
- Class discussion
- In-class exercise
Managed Care and
Integrated Organizations
Long-Term Care
(6) Thursday,
September 20th
5:30-10:00 pm
- Video
- Class discussion
- In-class exercise
Health Services for Special
Populations
Cost, Access, and Quality
- Video
- Class discussion
- In-class exercise
Health Policy and Health
Reform
(7) Saturday,
September 22nd
9:00-1:00 pm
(8) Tuesday,
The Future of Health
September 25th Services Delivery
5:30-10:00 pm
Course Evaluations
(9) Thursday,
Online Final Exam to do
September 27th from home or library
(No on-site
Finish Assignment 3 and
class)
submit to Dropbox.
Chapter 13
Chapters 14
Online Final Exam
Assignment 3 due by
11:00 PM.
Course Requirements: 100 points total
Course Grading
Grading will be based on multiple measures to allow students opportunities to
demonstrate their learning in more than one way and giving consideration to individual
learning styles. There are three writing assignments, a midterm and a final exam.
Attendance and participation will also be graded and will contribute 10% of your grade.
Page 12 of 187
Written Assignments
In this class, you will prepare three written assignments: Week Two (10 points) - a 500
word essay on Uncompensated Care and Cost Shifting (CLOs )1-4 ; Week Three (15
points) - a 750 word essay describing what a Point of Service Plan is, why it grew in
popularity, and what caused its subsequent decline (CLOs 6-7). You are also asked to
tell me whether you believe that point of service plans are good or bad for consumers;
and Week Four (15 points) - a 500 word brief that describes the critical policy issues
related to access to care, cost of care, and quality of care (CLOs 1,2,5). Details of these
written assignments are provided each week, and all papers submitted must have APA
formatting and be submitted to the course Dropbox. The Written Assignments must
reflect college-level writing and thinking, and they will contribute 45% to the course
grade. Please proof your work, as I will deduct for errors in spelling, punctuation and
grammar.
Midterm and Final Exam
The Midterm will be in-class, closed book, closed notes, and closed laptops. It will
contribute 25% to the course grade. The Final Exam will be online and consist of
multiple choice questions. The Final Exam will contribute 25% to the course grade.
(CLOs 1-7). Signature Assignment for MPH is embedded in this exam.
Course Grading Breakdown
A
96-100
B+
87-89
C+
77-79
D+
67-69
A-
90-95
B
84-86
C
74-76
D
64-66
B-
80-83
C-
70-73
D-
60-63
Grading Percent Breakdown
Attendance and participation
Written Assignments
Midterm
Final Exam
Total:
10%
40%
25%
25%
100 %
*Extra credit: Become a student member of the American College of Healthcare
Executives and earn 3 bonus (extra credit) points.
Page 13 of 187
National University
Course Outline
HCA 600: US Healthcare System
September 2012 ONLINE
Class Meetings:
9/4/2012
9/6/2012
9/11/2012
9/13/2012
9/18/2012
9/20/2012
9/25/2012
9/27/2012
9/29/2012
Tuesday
Thursday
Tuesday
Thursday
Tuesday
Thursday
Tuesday
Thursday
Saturday
5:30 PM – 10:00 PM
5:30 PM – 10:00 PM
5:30 PM – 10:00 PM
5:30 PM – 10:00 PM
5:30 PM – 10:00 PM
5:30 PM – 10:00 PM
5:30 PM – 10:00 PM
5:30 PM – 10:00 PM
8:30 AM – 12:30 PM
Professor (or Instructor):
Kevin LaChapelle, MPA
klachapelle@nu.edu
Office:
National University
Technology and Health Sciences Center
3678 Aero Court
San Diego, CA 92123-1788
619-778-8433
Office Hours:
By appointment only
Textbooks:
A. Shi, L. & Singh, D.L., (2008) Delivering Health Care in America, A Systems
Approach. Fifth Edition. Jones and Bartlett Publishers.
Page 14 of 187
Course description:
US Healthcare system overview, including terminology, components of healthcare
delivery systems, financing, personnel, regulation, delivery and consumers.
Consideration of the effects of public policy on services.
1. Identify major trends in the US healthcare system.
2. Interpret consequences of key events on professions, organizations and
financing of care.
3. Differentiate between various healthcare delivery and financing systems.
4. Relate changes in access, cost and quality of care to various perspectives and
stakeholders.
5. Identify concerns of the US healthcare system in the global context.
6. Design alternative approaches to address significant health care issues.
7. Explain consumer behavior in health services settings.
Program Mission:
Master of Healthcare Administration (MHA)
The Master in Healthcare Administration at National University prepares healthcare
administration professionals, in a learning-centered environment, to assume entry and
mid-level career positions in health services organizations to help meet the dynamic
health needs of our diverse, global community through creative, adaptable and socially
responsible endeavors.
Master of Public Health (MPH)
National University’s MPH program prepares educated, ethical and high-functioning
Master of Science in Health Informatics (MS)
The MS in Health Informatics is a professional degree designed to enhance the practice
of health informatics by preparing students for career growth to mid-level and leadership
positions within healthcare organizations, technology, and consulting firms. This
program is intended for students interested in the effective use of information
healthcare.
Page 15 of 187
INTRODUCED
Conduct financial analysis, explain financial and accounting information, and make
long-term investment decisions for a healthcare organization;
Utilize administrative and clinical information technology and decision-support tools
in process and performance improvement;
INTRODUCED
INTRODUCED
INTRODUCED
INTRODUCED
Dr. Stephen Bowman
sbowman@nu.edu; (858) 309-3484
human populations
organizations.
INTRODUCED
gpiane@nu.edu; (858) 309-3474
Evaluate the healthcare delivery system in the US and the impact of social, cultural,
political, economic, and environmental factors affecting the management and
operation of healthcare organizations.
INTRODUCED
Evaluate health data management technologies and methods to improve the quality,
efficiency, equity and safety of healthcare practice and organization.
Develop strategies for improving healthcare delivery and achieving institutional
strategic initiatives using information systems and technologies.
Evaluate leadership principles and practices in health information technology staff
development, technology adoption and change management in a healthcare
organization.
Evaluate a healthcare organization's processes and systems to ensure compliance
with ethical, legal and regulatory mandates and professional standards of health
information technology.
INTRODUCED
Apply statistical and research methodologies to implement evidence-based health
information technology management practice and healthcare quality improvement.
Communicate knowledge of health information systems and technology to
stakeholders of the healthcare ecosystem.
Ms. Linda Macomber
lmacomber@nu.edu (858) 309-3495
Page 16 of 187
INTRODUCED
Tentative schedule:
Class Session
1
9/4/2012, Tuesday
2
6/6/2012, Thursday
3
9/11/2012, Tuesday
4
9/13/2012, Thursday
5
9/18/2012, Tuesday
6
9/20/2012, Thursday
7
9/25/2012, Tuesday
8
9/27/2012, Thursday
Topics
Introduction,
Course Overview
& Paper
Medical Evolution
& Health
Professionals
Medical
Technology &
Health Services
Financing
Ambulatory Care
and Inpatient
Services
Managed Care,
Integrated Delivery
Systems & LongTerm Care
Special
Populations &
Quality
Health Policy and
Reform
Readings
Text, Chapters 1 &
2
Assignments
Text, Chapter 13 &
TBD
Third Reaction
Paper due
The Future of
Healthcare &
Course Summary
Text, Chapter 14
Research Paper
due
Text, Chapters 3 &
4
Text, Chapters 5 &
6
First Reaction
Paper due
Text, Chapters 7 &
8
Text, Chapters 9 &
10
Midterm Exam
Second Reaction
Paper due
Text, Chapters 11 &
12
9
9/29/2012, Saturday
Comprehensive
Final Exam
Fourth Reaction
Paper due
Course Outline Content
Requirements:
Students are expected to complete all reading assignments prior to attending class.
Participation in discussions and class activities is essential. Written assignments must
be submitted on the due date unless special circumstances are discussed with the
professor in advance.
Page 17 of 187
Assignments:
Class Participation
1. Each student should have read the assigned material prior to the start of each
class, and prepared to answer questions on the material and engage in
meaningful discussion about the material.
2. Failure to attend all class sessions, participate in all class activities, complete
exams as scheduled and turn in all assignments on time may result in loss of
points and adversely affect a student’s final grade.
3. Students who have more than three absences, excused or unexcused, will not
be given a satisfactory grade.
Weekly Reaction Paper
1. Each student is required to submit a one (1) page reaction paper focused on
the prior week’s assigned reading material. (CLOs 1-7)
2. The reaction papers should be concise, demonstrate analytical thinking and
consistency of thought.
3. The reaction papers will also be graded on the mechanics of writing, such as
clarity, tone and punctuation.
Research Paper (CLOs 1-7)
1. Write an original 10 paged paper examining one major healthcare issue.
2. Grading will be based on the substantive aspects and clarity of the paper, and
demonstrated the ability to write critically and analytically.
3. The paper must adhere to the guidelines established by the American
Psychological Association (APA) in its most current edition. Students unfamiliar
with the APA style requirements are encouraged to contact the National
University Writing Center for direction and assistance.
4. Papers must be typed in a 12-point font on white paper, 8 ½ by 11 inches.
Number pages on the bottom middle of each page. Double space and leave 1
inch margins.
5. The paper is due Thursday, June 23, 2011 and accounts for 30% of the
Student’s grade.
Midterm (CLOs 1-3)
1. Midterm exam will be given on Tuesday, June 14, 2011 and will account for
20% of the student’s grade.
2. The exam will be multiple-choice and cover material addressed through
Session 4.
Page 18 of 187
Final (CLOs 1-7)
1. A comprehensive final exam will be given during session 9 and will account
for 40% of the student’s grade.
2. The exam will be multiple choice.
3. The exam will be comprehensive in nature, covering all material addressed in
the course.
Note: Signature Assignment for MPH program is imbedded into this exam.
Grading:
Class Participation – 10%
Weekly Reaction Paper – 8%
Research Paper – 22%
Midterm – 20%
Comprehensive Final – 40%
A
96-100
B+
87-89
C+
77-79
D+
67-69
A-
90-95
B
84-86
C
74-76
D
64-66
B-
80-83
C-
70-73
D-
60-63
Page 19 of 187
National University
Master of Public Health Program
Course Outline
May 2012 ONLINE
COH400 - Environmental Health
Class Meetings: online May 7, 2012 - June 2, 2012
Professors:
Mary L. McHugh, PhD, RN
mmchugh@nu.edu
(858) 309-3519
GinaMarie Piane, MPH, DrPH, CHES
gpiane@nu.edu
(858) 309-3474
Offices:
National University
3678 Aero Court
Room # 102
Synchronous online Lectures and Discussions: Tuesdays and Thursdays 6:00 –
8:00 PM
Office Hours:
Tuesdays and Thursdays 3-4 PM online or by appointment
Textbook:
Sullivan, Lisa M.: (2008) Essentials of Biostatistics in Public Health. Jones and
Bartlett Publishers, Inc. 2008. ISBN-13:978-0-7637-3737-5
Workbook:
Sullivan, Lisa M.: (2008) Essentials of Biostatistics Workbook: Statistical Computing
Using Excel, by LM Sullivan. Jones and Bartlett Publishers, Inc. 2008.
ISBN-13:978-0-7637-5477-8
Page 20 of 187
Course Description:
The course is designed to provide students with a solid background in applied biostatistics in
the field of public health. Specifically, the course includes an introduction to the application of
biostatistics and a discussion of key study designs. Appropriate techniques to measures the
extent of disease, the development of disease and comparisons between groups in terms of
the extent and development of disease are then discussed. Techniques for summarizing data
collected in samples are presented in detail, followed by a focused discussion of probability
theory. Procedures for estimation and hypothesis testing are presented for means, for
proportions and for comparisons of means and proportions in two and more than two groups.
Issues of power and sample size determination are presented. Finally, multivariable statistical
methods are introduced.
1. Appropriately use and understand probabilistic and biostatistical terminology.
2. Appropriately apply biostatistical procedures in the public health environment.
3. Effectively interpret output from statistical computing packages to draw
appropriate inferences, and to report results effectively.
4. Critically review the public health literature.
Program Mission:
The Graduate Program in Healthcare Administration at National University prepares
healthcare administration professionals, in a learning-centered environment, to assume
entry and mid-level career positions in health services organizations to help meet the
dynamic health needs of our diverse, global community through creative, adaptable and
socially responsible endeavors.
The National University MPH program prepares educated, ethical and high-functioning
Master of Health Informatics
The MS in Health Informatics is a graduate professional degree designed to enhance
the practice of health informatics by preparing students for career growth to mid-level
and leadership positions within healthcare organizations, technology, and consulting
firms. This program is intended for students interested in the effective use of information
healthcare.
Page 21 of 187
Solve complex problems in a healthcare environment by
employing analytical skills;
Establish strategic priorities of a healthcare organization in line
with the needs and values of the community it serves;
Conduct financial analysis, explain financial and accounting
information, and make long-term investment decisions for a
healthcare organization;
Apply healthcare management concepts for healthcare
organizations;
Utilize administrative and clinical information technology and
decision-support tools in process and performance
improvement;
Incorporate the principles of quality management for proving
outcomes in healthcare organizations;
Evaluate the ethical, legal, and regulatory requirements of the
healthcare industry.
INTRODUCED
INTRODUCED
gpiane@nu.edu
(858) 309-3474
Describe the distribution and determinants of disease,
disabilities and death in human populations
Evaluate the environmental factors that affect the health of a
community.
Analyze the planning, organization, administration and policies
of health care organizations.
Apply the concepts and methods of social justice and social
and behavioral sciences relevant to the identification and
solution of public health problems.
INTRODUCED
gpiane@nu.edu
(858) 309-3474
Page 22 of 187
INTRODUCED
Evaluate the healthcare delivery system in the US and
the impact of social, cultural, political, economic, and
environmental factors affecting the management and
operation of healthcare organizations.
Evaluate health data management standards,
technologies and methods to improve the quality,
efficiency, equity and safety of healthcare practice and
organization.
Develop policies and technologies to protect data
integrity and validity, including information privacy and
security policies and procedures.
Develop strategies for improving healthcare delivery and
achieving institutional strategic initiatives using
information systems and technologies.
Evaluate leadership principles and practices in health
information technology staff development, technology
adoption and change management in a healthcare
organization.
Evaluate a healthcare organization's processes and
systems to ensure compliance with ethical, legal and
regulatory mandates and professional standards of
health information technology.
Apply statistical and research methodologies to
implement evidence-based health information
technology management practice and healthcare quality
improvement.
Communicate knowledge of health information systems
and technology to stakeholders of the healthcare
ecosystem.
Linda Travis Macomber, BSN, MBA
lmacomber@nu.edu
(858) 309-3495
Page 23 of 187
INTRODUCED
DEVELOPED
Tentative Class Schedule
Date
Topic
Readings
May 7-10
Introduction;
Study Designs;
Quantifying the extent of
disease
Summarizing Data;
Probability
Midterm;
Confidence Intervals – part 1
Hypothesis Testing – part 1
Chapter 1 – 3
Workbook
Homework
Chapter 1-3.2
Chapter 4 – 5
Chapter 3.3 – 5
Chapter 6.1 – 6.3
Power & Sample Size
Chapter 7.5 –
7.11
Chapter 8
Chapter 6.1 –
6.2
Chapter 6.3 –
7.3
Chapter 7.4 –
7.8
Chapter 8
Multivariable Methods
Chapter 9
Chapter 9
May 1014
May 1417
May 1721
May 2124
May 2428
May 2831
May 31
June 2
Chapter 6.4 – 7.4
Review
FINAL EXAM
Quiz 1 due
May 13, 2012 12:00 noon (CLO 1)
Midterm Exam due May 20, 2012 12:00 noon (CLO 1-2)
Quiz 2 due
May 27, 2012 12:00 noon (CLO 3)
Final Exam due
June 2, 2012 12:00 noon (CLO 1-4)
Course Requirements:
1.
2.
3.
4.
5.
Quizzes (20%)
Homework (20%)
Midterm exam. (25%)
Class participation in focused discussions. (5%)
Comprehensive final exam. (30%) Signature Assignment embedded
Discussions: (8 total)
1. Introduce yourself to the professors and class. Describe your program of study
and ambitions as well as your experience, specifically your experience with
statistics and math. This is uploaded in the threaded discussion.
2-8. Describe the ‘clearest point’ and the ‘muddiest point’ from the material you
are studying currently. This will help to shape the lecture and discussion
sessions.
Page 24 of 187
National University
Course Outline
May 2012
Class Meetings:
Professors:
May 7, 2012 - June 2, 2012
Alan Smith, PhD, MPH
Class Meetings:
Office Hours:
Tuesdays and Thursdays 5:30-10:00 PM
by appointment
Textbook:
Sullivan, Lisa M.: (2008) Essentials of Biostatistics in Public Health. Jones and Bartlett
Publishers, Inc. 2008. ISBN-13:978-0-7637-3737-5
Workbook:
Sullivan, Lisa M.: (2008) Essentials of Biostatistics Workbook: Statistical Computing
Using Excel, by LM Sullivan. Jones and Bartlett Publishers, Inc. 2008.
ISBN-13:978-0-7637-5477-8
Course Description:
The course is designed to provide students with a solid background in applied biostatistics in
the field of public health. Specifically, the course includes an introduction to the application of
biostatistics and a discussion of key study designs. Appropriate techniques to measures the
extent of disease, the development of disease and comparisons between groups in terms of
the extent and development of disease are then discussed. Techniques for summarizing data
collected in samples are presented in detail, followed by a focused discussion of probability
theory. Procedures for estimation and hypothesis testing are presented for means, for
proportions and for comparisons of means and proportions in two and more than two groups.
Issues of power and sample size determination are presented. Finally, multivariable statistical
methods are introduced.
Page 25 of 187
1. Appropriately use and understand probabilistic and biostatistical terminology.
2. Appropriately apply biostatistical procedures in the public health environment.
3. Effectively interpret output from statistical computing packages to draw
appropriate inferences, and to report results effectively.
Program Mission:
Master of Health Informatics
The MS in Health Informatics is a graduate professional degree designed to enhance
the practice of health informatics by preparing students for career growth to mid-level
and leadership positions within healthcare organizations, technology, and consulting
firms. This program is intended for students interested in the effective use of information
healthcare.
Solve complex problems in a healthcare environment by employing
analytical skills;
INTRODUCED
Establish strategic priorities of a healthcare organization in line with the
needs and values of the community it serves;
Conduct financial analysis, explain financial and accounting information,
and make long-term investment decisions for a healthcare organization;
INTRODUCED
Utilize administrative and clinical information technology and decisionsupport tools in process and performance improvement;
Page 26 of 187
INTRODUCED
Evaluate the ethical, legal, and regulatory requirements of the healthcare
industry.
Program Lead Faculty: GinaMarie Piane, DrPH
gpiane@nu.edu
(858) 309-3474
INTRODUCED
Describe the distribution and determinants of disease, disabilities and death
in human populations
Analyze the planning, organization, administration and policies of health
care organizations.
sciences relevant to the identification and solution of public health
problems.
gpiane@nu.edu
(858) 309-3474
Evaluate the healthcare delivery system in the US and the impact
of social, cultural, political, economic, and environmental factors
affecting the management and operation of healthcare
organizations.
Evaluate health data management standards, technologies and
methods to improve the quality, efficiency, equity and safety of
healthcare practice and organization.
Develop policies and technologies to protect data integrity and
validity, including information privacy and security policies and
procedures.
Develop strategies for improving healthcare delivery and achieving
institutional strategic initiatives using information systems and
technologies.
Evaluate leadership principles and practices in health information
technology staff development, technology adoption and change
management in a healthcare organization.
Evaluate a healthcare organization's processes and systems to
ensure compliance with ethical, legal and regulatory mandates and
professional standards of health information technology.
Page 27 of 187
Apply statistical and research methodologies to implement
evidence-based health information technology management
practice and healthcare quality improvement.
INTRODUCED
DEVELOPED
Communicate knowledge of health information systems and
technology to stakeholders of the healthcare ecosystem.
Program Lead Faculty: Linda Travis Macomber, BSN, MBA
lmacomber@nu.edu
(858) 309-3495
Department Chair: GinaMarie Piane, DrPH
gpiane@nu.edu
(858) 309-3474
Date
Topic
Readings
Workbook
Homework
May 7-10
Chapter 1 – 3
Chapter 1-3.2
May 1014
Introduction;
Study Designs;
Quantifying the extent of
disease
Summarizing Data;
Probability
Chapter 4 – 5
Chapter 3.3 – 5
May 1417
Midterm;
Chapter 6.1 – 6.3
Chapter 6.1 –
6.2
May 1721
Chapter 6.4 – 7.4
Chapter 6.3 –
7.3
May 2124
Chapter 7.5 –
7.11
Chapter 7.4 –
7.8
May 2428
Power & Sample Size
Chapter 8
Chapter 8
May 2831
Multivariable Methods
Chapter 9
Chapter 9
May 31
Review
June 2
FINAL EXAM
Page 28 of 187
Quiz 1 due May 13, 2012 12:00 noon (CLO 1)
Midterm Exam due May 20, 2012 12:00 noon (CLOs 1-2)
Quiz 2 due May 27, 2012 12:00 noon (CLO 3)
Final Exam due June 2, 2012 12:00 noon (CLOS 1-4)
1. Quizzes (20%)
2. Homework (20%)
3. Midterm exam. (25%)
4. Class participation in focused discussions. (5%)
5. Comprehensive final exam. (30%)
Course Grading (expressed as percentages):
A
96-100
B+
87-89
C+
A-
90-95
77-79
D+
67-69
B
84-86
C
74-76
D
64-66
B-
80-83
C-
70-73
D-
60-63
Page 29 of 187
National University
Masters of Public Health
COURSE OUTLINE
COH 604 – Theories of Health Behavior
July 2012
Class Meetings:
June 7 – August 4, 2012
Mondays and Wednesdays
5:30 – 10:00 PM
Professor:
Deborah J. Morton, PhD, MA
(760) 747 6634; deb.don@cox.net
TEXTBOOKS:
Required Textbook:
 Glanz, K.,Rimer, B., & Viswanath,K. (2008). Health behavior and health
education: Theory, research, and practice (4th edition). San Francisco, CA:
Jossey Bass. ISBN: 9780787996147
 Internet Access and e-mail Access
 E-College E-companion
 Readings as assigned
Recommended Textbooks
 American Psychological Association. (2010). Publication manual of the American
Psychological Association. Washington, DC: APA.
COURSE DESCRIPTION:
The theoretical basis of individual health behavior. Application of cognitive,
psychosocial and environmental theories of health behavior and theories of self-directed
and professionally facilitated health behavior change. Emphasis on Behavior
Modification, Health Belief Model, Theory of Planned Behavior, Social Cognitive Theory,
Stress and Coping, Social Support, and Transtheoretical Model
COURSE LEARNING OUTCOMES:
Upon completion of this course, students will be able to:
1. Describe behaviors, which promote, maintain and protect health.
2. Identify historical and contemporary constructs of the major health behavior
models.
3. Determine the behavioral dimensions of major acute and chronic diseases
& conditions.
Page 30 of 187
4. Apply the constructs of each model to diagnose and explain contemporary health
behaviors.
5. Apply relevant psychological, social and behavioral theories to predict health
behavior.
6. Compare the utility of each model in explaining the influences on health
behaviors for individuals and communities.
PROGRAM MISSION: MASTER OF PUBLIC HEALTH
health scholarship through teaching, research, and community service.
PROGRAM LEARNING OUTCOMES:
PLOs
COH 604
CORE
1. Analyze and interpret health data.
2. Describe the distribution and determinants of disease, disabilities and death in
human populations
3. Evaluate the environmental factors that affect the health of a community.
4. Analyze the planning, organization, administration and policies of health care
organizations.
5. Apply the concepts and methods of social and behavioral sciences relevant to
the identification...
SPECIALIZATION
1. Assess individual and community needs for health education.
2. Plan health education strategies, interventions, and programs.
3. Implement health education strategies, interventions, and programs.
4. Conduct evaluation related to health education.
5. Administer health education strategies and interventions.
6. Serve as a health education resource person.
7. Communicate and advocate for health and health education.
8. Apply appropriate research principles and techniques in health education.
9. Administer health education programs
10. Advance the profession of health education.
PROGRAM LEAD FACULTY & DEPARTMENT CHAIR:
gpiane@nu.edu
(858) 309-3474
Page 31 of 187
Developed
Developed
Developed
Developed
Developed
Developed
Developed
Developed
TENTATIVE SCHEDULE:
Instructor reserves the right to change the timetable in order to better address the
learning needs of the students in the class.
DATE
TOPIC
READING
ASSIGNMENT
Due next class session
WRITTEN ASSIGNMENT
ACTIVITIES/OTHER
ASSIGNMENTS
Due next class
session



INTRODUCTIONS
READING:
Glanz - Chapters 1,2,
Present on readings



Overview – theory
ACTIVITIES
SYLLABUS AND
EXPECTATIONS
WRITING ASSIGNMENT:
 Reading Response
Activity 1: Graph / Web
Share
 Self Assessment
Week 1
Monday July
9
Wednesday 
July 11

CHAPTERS 1, 2
Health Behavior;
Protective, Preventive,
Illness And Sick Roles
MODEL: Behavioral
Learning- Theories
(contiguity, classical
conditioning, and
operant conditioning,
Behavior
Modification);
Cognitive Behavior
Therapy, Rational
Emotive Therapy
ACTIVITIES
Supplemental readings5 groups
READING:
Glanz - Chapter 3
WRITING ASSIGNMENT:
 Reading Response/
Activity 2
 Behavior paper-part 1 &2
 Presentation Plan
READING:
Glanz – Chapter 4
WRITING ASSIGNMENT:
Activity - 3
 Behavior paper part 3
 Work on
Presentation
 Work on Research
Paper
READING:
Glanz - Chapters 5 & 6
WRITING ASSIGNMENT:
 Reading Response 4
 Behavior paper - part 4
Self Assessments
Week 2
Monday
July 16
Wednesday
CHAPTER 3:
MODEL:
Health Belief Model
Learning Styles
ACTIVITIES
CHAPTER 4
MODEL:
Page 32 of 187
Self Assessments
Self Assessments
July 18


Theory of Planned
Behavior
ACTIVITIES
Work on Presentations
Work on Research Paper
Week 3
Monday
July 23
Wednesday
July 25
CHAPTERS 5 & 6
MODEL:
Transtheoretic
al Model
& PAPM
ACTIVITIES
CHAPTER 8
MODEL:
Social Cognitive Theory
READING:
Glanz – Chapter 8
READING:
Glanz - Chapters 9 & 10
WRITING ASSIGNMENT:
Activity - 5
 Behavior paper part 5
 Work on Presentations
 Work on Research Paper
WRITING ASSIGNMENT:



ACTIVITIES
PRESENTATIONS 1&2
Reading Response/
Activity - 6
Behavior paper - part 6
Work on Presentations
 Work on Research
Paper
Self Assessments
Presentations
Self Assessments
Presentations
Week 4
Monday
July 30
CHAPTERS 9 & 10
MODEL:
Transactional Theory Of
Stress And Coping Social
Support
READING:
Glanz – Chapters 7&12
CHAPTER 7 & 12
Saturday
August 4
Projects
Final Examination
Online
MODEL: all
REVIEW
Alternative thoughts
Cultural implications
ACTIVITIES
PRESENTATIONS 5&6



ACTIVITIES
PRESENTATIONS 3 & 4
Wednesday
August 1
WRITING ASSIGNMENT:
READING:
Review for final
Reading Response/
Activity - 7
Self Assessments
Behavior paper - part 7
 Research Paper –
due
WRITING ASSIGNMENT:
 Behavior paper - final
due
WRITING ASSIGNMENT:
 Reflection due
Page 33 of 187
Self Assessments
Presentations
Presentations
COURSE REQUIREMENTS:
The readings, discussions, and assignments will focus on the exciting field of public
health theory and practice. Students are expected to complete all reading assignments
prior to attending class. Participation in discussions and class activities is essential.
Written assignments must be submitted on the due date unless special circumstances
are discussed with the professor in advance.
COH 604 Specific Course Requirements:
Professionalism: Students are expected to:
 demonstrate dispositions expected of students pursuing professional degrees
 demonstrate professionalism by participating in all class sessions/discussions
and submitting work on time
 be honest in all coursework.
Attendance: It is expected that students will:
 attend all class sessions -an absence is assessed each time a student is not in
attendance during a regularly schedule class period, whether or not it is an
excused absence.
 acknowledge that in accordance with National University policy, more than three
absences from class or discussions, excused or unexcused, will result in a less
than satisfactory grade.
Written Assignment Expectations: All assignments completed out of class are to be:
 typed/word-processed, font size 12, double spaced
 written in standard English, error free in sentence construction, grammar,
punctuation, and spelling.
 written following APA format
 note: Reading responses do not have to be typed or in APA format.
Late Work: Guidelines for late work are as follows:
 all assignments are due at date indicated.
 unless prior permission has been given to the candidate, late work will not be
accepted and no credit will be given for that assignment.
 with prior permission late work is accepted and will receive a deduction of 20% in
the grade
Assignments:
This course enables the students to participate in the following required learning
experiences and assignments:
1. Classroom Attendance, Dialogue, Discussion and Discourse: You will
complete assigned readings in the text, view lectures and participate in
discussions. Credit is given for attendance and it is expected that everyone attend
class on time and actively participate in class activities and discussions. It is
expected that the assigned readings will be completed prior to the scheduled class
so you can engage in class discussions. Class will begin promptly at the
designated start time. Habitually arriving late or leaving early will result in loss of
participation points. Students who miss class are responsible for all material
presented in class and are advised to consult with their fellow classmates to find
out what was covered during their absence. Up to 5 points, each class session
may be earned for attendance and participation (40 points).
Page 34 of 187
2. Reading Response Exercises: You will be responding to various texts and
completing written exercises to apply understanding of theories and concepts and
initiate the process of becoming a “reflective and critical practitioner.” The
assigned readings are outlined in the schedule and the response prompts are
provided. Responses will be submitted each class session and may be
handwritten or typed. There are 5 points per response (35 points).
3. Self Assessment: The goal for this assignment is for you to identify your own
health status. This paper will allow you to identify aspects of your personal health
that you do well and those in which you may need to improve (20 points). (CLO 1)
4. Behavior Change Paper: You will write a paper in which you describe a Health
Behavior that you are targeting to change for yourself. You will describe the
cognitive elements of your chosen behavior and strategies for cognitive
restructuring; describe the constructs of the Health Belief Model, Theory of
Planned Behavior and Transtheoretical Model as applied to your chosen behavior;
apply the capabilities described in Social Cognitive Theory to the process that
contributed to the development of your behavior; and describe the relationship
between stress and social support and your chosen behavior making a plan to
manage stress and garner social support. You will complete a paper in APA
format following the template provided. (50 points) (CLOs 1,3,4,5,6)
5. Behavior Research Paper: You are required to follow a specific format to develop
a research paper of a minimum of ten pages in length, typed, double-spaced,
exclusive of references. Paper must follow APA format in headings, citations, and
references. Your references must be from professional/academic sources. You will
identify a health behavior ( same as presentation). Review the professional
literature to determine how researchers have applied health behavior models to
explain and teach this health behavior. Compare and contrast how at least two of
the following health behavior models are applied to the health behavior: The Health
Belief Model, The Transtheoretical Model, The Theory of Planned Behavior, Social
Cognitive Theory, The Transactional Theory of Stress and Coping. Summarize
findings and add a conclusion. Template provided in doc-sharing. ( 50 points)
(CLOs 1-6)
6. Behavior Teaching Presentation: In groups of 2-3 students, you will prepare a
20--30 minute presentation teaching one specific assigned health behavior.
Assignment has three components: unit plan, lesson plan, and presentation. Class
members will present Behavior Presentations in small groups. The Presentations
will include: a PowerPoint Presentation along with other interactive methods to
share information about a specific Health Behavior; a unit plan; and one lesson
plan on how the behavior change could occur. (50 points) (CLOs 4-5)
7. Reflective Journal: You will complete a reflective journal, a short (4-5 pages)
reflection on what was learned in the readings overall and in class and how that
learning can be used to improve your practice. You are to utilize the template
provided. (20 points) (CLOs 1, 6)
Page 35 of 187
Exams:
1. Midterm Examination: Using knowledge and application complete multiple
choice / essay exams. (25 points) (CLOs 1-6)
2. Comprehensive Final Examination: Using knowledge and application complete
a multiple choice / essay exam.(50 points) Specific questions used as direct
measures. (CLOs 1-6)
GRADING FACTORS
Grades are based on points accumulated from all assignments, collaborative group
activities, discussions and written assignments.
Assignments
1. Classroom Attendance, Dialogue, Discussion and Discourse
2. Reading Responses
3.Self Assessment
4. Behavior Change Paper & Exercises
5. Midterm
6. Behavior Research paper
7.Presentation,
PPT (20), Unit (10) and Lesson (20)
8. Reflection
9. Final Examination
TOTAL
A
96-100%
B+
87-89%
C+
A90-95 %
B
84-86%
C
B80-83%
C-
Page 36 of 187
77-79%
74-76%
70-73%
Points
40
35
20
50
25
50
50
20
50
340
D+
D
D-
67-69%
64-66%
60-63%
National University
COURSE OUTLINE
COH 604 – Theories of Health Behavior
August 2012 ONLINE
Class Meetings: Online (August 6 – September 1, 2012)
Friday, August 10, 2012 (5:00pm -9:00pm), Tuesdays and Thursdays ( 5:00pm 7:00pm)
Clara E. Omogbai, Dr.PH, MPH, MLS
Clara.Omogbai@natuniv.edu
Office Hours: By appointment
Textbook:
Glanz, K., Rimer, B., & Viswanath, K. (2008). Health behavior and health education:
Theory, research, and practice (4th edition). San Francisco, CA: Jossey-Bass.
Access to the Following Books and Websites is Recommended:
The National University Library System (NULS): The National University Library
supports academic rigor by providing access to scholarly books, journals, e-books, and
databases of full text articles from scholarly journals. Access the library web page:
http://www.nu.edu/library.
American Psychological Association (2010). Publication manual of the American
Psychological Association (6th ed.). Washington, D.C. Author. This manual provides
detailed information about preparing manuscripts for publication, and is helpful in
showing how to site and list references in your written wok. Website:
http://www.apastyle.org/fifthchanges.html (changes in 6th edition) APA style
resources.
Page 37 of 187
American Psychological Association. (2010). Publication manual of the American
Psychological Association. Washington, DC: American Psychological Association.
http://psych.athabascau.ca/html/aupr/ba.shtml
BEHAVIOR LEARNING - CONTIGUITY / CLASSICAL & OPERANT CONDITIONING
http://www.edpsycinteractive.org/topics/behsys/behsys.html
http://en.wikipedia.org/wiki/Behavior_modification
http://allpsych.com/psychology101/conditioning.html
http://www.minddisorders.com/A-Br/Behavior-modification.html
http://www.education.com/reference/article/classical-conditioning-behavioralphenomena/
http://www.learningandteaching.info/learning/behaviour.htm
http://specialed.about.com/od/behavioremotional/Behavior_aned_Emotional_Disabilities
.html
http://www.answers.com/topic/classical-conditioning
http://www.absoluteastronomy.com/topics/Behavior_modification
http://www.cehd.umn.edu/ceed/publications/tipsheets/preschoolbehaviortipsheets/behm
od.pdf
http://www.wisegeek.com/what-is-behavior-modification.htm
http://www.absoluteastronomy.com/topics/Behavior_modification
http://www.scholarpedia.org/article/Operant_conditioning
http://genetics.biozentrum.uni-wuerzburg.de/behavior//learning/behaviorism.html
http://en.wikipedia.org/wiki/Operant_Conditioning
COGNTIVE BEHAVIORAL THERAPY
http://psychology.about.com/od/psychotherapy/a/cbt.htm
http://www.nami.org/Template.cfm?Section=About_Treatments_and_Supports&templat
e=/ContentManagement/ContentDisplay.cfm&ContentID=7952
http://counsellingresource.com/types/cognitive-therapy/index.html
http://www.mayoclinic.com/health/cognitive-behavioral-therapy/MY00194
http://en.wikipedia.org/wiki/Cognitive_therapy
http://www.anxietynetwork.com/hcbt.html
RATIONAL EMOTIVE THERAPY
http://www.rational.org.nz/prof/docs/Intro-REBT.pdf
http://en.wikipedia.org/wiki/Rational_emotive_behavior_therapy
Page 38 of 187
http://counsellingresource.com/types/rational-emotive/index.html
http://www.minddisorders.com/Py-Z/Rational-emotive-therapy.html
http://www.stressgroup.com/abcscrashcourse.html
http://www.rebtnetwork.org/
http://www.depression-guide.com/rational-emotive-therapy.htm
http://www.palace.net/llama/psych/ret.html
COURSE DESCRIPTION:
In-depth analysis of factors contributing to decisions about health behavior. Theory and
research relevant to individual, family, organization and community behavior.
Application of cognitive, psychosocial and environmental theories of health behavior,
theories of self-directed and professionally facilitated health behavior change.
Application of theory to develop a basic research proposal.
Learning Outcomes:
Upon completion of this course, students will be able to:
1.
Describe behaviors, which promote, maintain and protect health.
2.
Identify historical and contemporary constructs of the major health
behavior models.
3.
Determine the behavioral dimensions of major acute and chronic diseases
and conditions.
4.
Apply the constructs of each model to diagnose and explain contemporary
health behaviors.
5.
Apply relevant psychological, social and behavioral theories to predict
health behavior.
6.
Compare the utility of each model in explaining the influences on health
behaviors for individuals and communities.
PROGRAM LEARNING OUTCOMES
In accordance with the competency guidelines established by the National Commission
for Health Education Credentialing (NCHEC) and the Council on Education in Public
Health (CEPH), the Master of Public Health program prepares graduates to master the
following program learning outcomes.
Upon successful completion of this program, students will be able to:
2. Describe the distribution and determinants of disease, disabilities and death in
human populations
organizations.
5. Apply the concepts and methods of social and behavioral sciences relevant to
the identification and solution of public health problems.
Page 39 of 187
Program Lead Faculty and Department Chair:
Gina Marie Piane, MPH, Dr.PH, CHES
gpiane@nu.edu
(858) 309-3474
COURSE WELCOME
This course is part of National University’s Master of Public Health. The Master of
Public Health (MPH) is a graduate professional degree designed to prepare students for
leadership positions in health promotion and disease prevention. Public Health involves
multidisciplinary and collaborative strategies for solving health related problems,
including programs that serve the public sector at all levels—local, state, federal, and
global. Faculty members have expertise and experience in public health promotion.
The MPH program emphasizes the application of broad-based, state-of-the-art
quantitative and qualitative skills needed for problem-solving. Special attention is given
to enhancement of communication skills needed to work with diverse populations. Ideal
candidates for the MPH program are those students looking for career advancement
within the public health sector; and those looking for career transition into public health
from other health professions. Graduates will enhance their opportunities for
professional growth and job placement through carefully planned internships and a
multidisciplinary team-based capstone experience. The MPH program is an applicant
for accreditation with the Council on Education in Public Health (CEPH).
COURSE ASSIGNMENTS AND EVALUATION REQUIREMENTS
This is a dynamic and interactive class. The readings, discussions, and assignments will
focus on the exciting field of public health evaluation. This course enables the students
to participate in the following required learning experiences and assignments:
1.
Classroom Attendance, Dialogue, Discussion and Discourse:
You will complete assigned readings in the text, view lectures, and videos and
participate in discussions. Discussions are designed to give students an
opportunity for sharing and interacting with one another. Credit is given for
attendance. Attendance is required. It is expected that the assigned readings will
be completed prior to the scheduled class so students can engage in class
discussion. Participation in class discussion is essential. Habitually arriving late
or leaving early may result in an absence. Students who miss class are
responsible for all material presented in class and are advised to consult with
their fellow classmates to find out what was covered during their absence. All
classes are important and there is no way to “make up” the participation activities
or discussions.
2. Assignments (Behavior Paper & Exercises): You will write a paper in which
you describe a Health Behavior that you are targeting to change for yourself.
You will describe the cognitive elements of your chosen behavior and strategies
for cognitive restructuring; describe the constructs of the Health Belief Model
applied to your chosen behavior; apply the capabilities described in Social
Cognitive Theory to the process that contributed to the development of your
behavior; describe the relationship between stress and social support and your
chosen behavior making a plan to manage stress and garner social support; and
Page 40 of 187
describe the stages and processes of change for your chosen behavior. All
written assignments must be submitted to dropbox. All must include
references in APA format and complete the paper following APA format.
(CLOs 1,3,4,5,6)
3. Research Paper: Write a research paper that identifies a health behavior that
significantly affects health status in a particular group of people. Review the
professional literature to determine how researchers have applied health
behavior models to explain this health behavior and compare and contrast how
health behavior models are applied to the health behavior. Complete the paper
following APA format. (CLOs 1-7)
4. Reflective Journal: The reflective journal will be a short (4-5 pages) reflection
on what was learned in the readings, discussions, research paper overall and
how that learning can be used to improve one’s practice. Students are to utilize
the template provided. (CLOs 1,4,5,6)
5. Midterm Examinations: Using knowledge and application complete multiple
choice / essay exams. (CLOs 1-7)
6. Final Examination: Using knowledge and application complete a multiple choice
/ essay exam. (CLOs 1-7)
Grading Factors
Grades will be determined by percentages on each assignment
using the following weighting system:
Percentages
1. Discussion
2. Assignments: Behavior Paper & Exercises
3. Midterm
4. Research paper
5. Reflection Journal
TOTAL
20%
20%
15%
25%
5%
15%
100 %
A
96-100
A- 90-95
B+
87-89
C+
77-79
D+
67-69
B
84-86
C
74-76
D
64-66
Page 41 of 187
National University
 Master of Public Health Program
 Master of Healthcare Administration
Course Outline
ONLINE
July 2012
07/09/2012 – 08/04/2012
ClassLive Pro Meetings:
Mondays and Wednesdays 6:00 – 8:00 p.m.
gpiane@nu.edu
National University
3678 Aero Court
Room # 102A
(858) 309- 3474
Office:
Virtual Office Hours:
appointment
Mondays and Wednesdays 8:00 – 8:30 pm or by
Textbook:
Gordis, Leon: (2009) Epidemiology, fourth edition. Saunders, Elsevier.
ISBN: 978-1-4160-4002-6
Course Description:
This course introduces the student to the study of determinants and distribution of
disease and disability in human populations, including empirical analysis of
population data related to morbidity and mortality; investigation of disease
outbreaks, risk factors, health outcomes and causal relationships; and critical
evaluation of public health literature and study design.
Page 42 of 187
Program Missions:
analytical skills;
Establish strategic priorities of a healthcare organization in line with the
Conduct financial analysis, explain financial and accounting information,
and make long-term investment decisions for a healthcare organization;
industry.
DEVELOPED
DEVELOPED
Stephen Bowman, PhD, MHA
sbowman@nu.edu
(858) 309-3474
Describe the distribution and determinants of disease, disabilities and death
in human populations
Analyze the planning, organization, administration and policies of health
care organizations.
Page 43 of 187
DEVELOPED
sciences relevant to the identification and solution of public health
problems.
gpiane@nu.edu
(858) 309-3474
Learning Outcomes:
1.
2.
3.
4.
5.
Appropriately use and understand epidemiological terminology.
Determine appropriate epidemiological study designs
Identify sources of bias in public health research.
Discuss the steps of an disease outbreak investigation
Critically review the public health literature.
Date
Week ONE
Monday, July 9,
2012
ClassLive Pro
Session
6:00 – 8:00 p.m.
Topic
Readings
Assignments
Introduction
Ch. 1 - 3
Threaded Discussion ONE:
Introductions
The Dynamics of
Disease Transmission
Threaded Discussion TWO:
Clearest and Muddiest
Points Chapters 1-3
Measuring the
Occurrence of
Disease: I. Morbidity
Virtual Office Hours
8:00 – 8:30 p.m.
Wednesday, July
11, 2012
ClassLive Pro
Session
6:00 – 8:00 p.m.
8:00 – 8:30 p.m.
Calculations:
Attack Rate
Incidence Rate
Prevalence Rate
Measuring the
Occurrence of
Disease: II. Mortality
Ch. 4 – 5
Calculations:
Case-Fatality Rate
Proportionate
Mortality Rate
Crude, Specific
and
Page 44 of 187
Threaded Discussion
THREE:
Points Chapters 4-5
Adjusted Rates
Infant Mortality
Rate
Maternal Mortality
Ratio
Assessing the Validity
and Reliability of
Diagnostic and
Screening Tests
Calculations:
Sensitivity
Specificity
Positive Predictive
Value
Negative
Predictive Value
Kappa
Saturday, July 14,
2012
Sunday, July 15,
2012
Week TWO
Homework ONE due online
5:00 p.m.
Quiz ONE due 5:00 p.m.
Monday, July 16,
2012
The Natural History of
Disease
ClassLive Pro
Session
Calculations:
Probability of
Survival
Life Tables
Randomized Trials
6:00 – 8:00 p.m.
8:00 – 8:30 p.m.
Wednesday, July
18, 2012
ClassLive Pro
Session
6:00 – 8:00 p.m.
Cohort Studies
Ch. 6 – 8
Threaded Discussion
FOUR: Clearest and
Muddiest Points
Chapters 6-8
Ch. 9 - 11
Threaded Discussion FIVE:
Points Chapters 9-11
Calculations:
Absolute Risk
Relative Risk
Case-Control Studies
Page 45 of 187
8:00 – 8:30 p.m.
and Other Study
Designs Estimating
Risk: Is There an
Association?
Calculations:
Odds Ratio
Saturday, July 21,
2012
Homework TWO due
Sunday, July 22,
2012
Quiz TWO due 5:00 p.m.
online 5:00 p.m.
Week THREE
Monday, July 23,
2012
ClassLive Pro
Session
6:00 – 8:00 p.m.
More on Risk:
Estimating the
Potential for
Prevention
Ch. 12 14
Threaded Discussion SIX:
Points Chapters 12-14
Ch. 15 16
Threaded Discussion
SEVEN: Clearest and
Muddiest Points
Chapters 15-16
Calculations:
Attributable Risk
Population
Attributable Risk
8:00 – 8:30 p.m.
Comparing Cohort
and Case-Control
Studies
From Association to
Causation: Deriving
Inferences from
Epidemiologic Studies
Wednesday, July
25, 2012
Bias, Confounding,
and Interaction
ClassLive Pro
Session
Calculations:
Converting
Incidence to
Attributable Risk –
Addictive Model and
Multiplicative Model
6:00 – 8:00 p.m.
Page 46 of 187
Journal Article
Presentations due during
ClassLive Pro Session
8:00 – 8:30 p.m.
Genetic and
Environmental
Factors
Calculations:
Concordance rate
Saturday, July 28,
2012
Homework THREE due
Sunday, July 29,
2012
Quiz THREE due 5:00 p.m.
online 5:00 p.m.
Week FOUR
Monday, July 30,
2012
Threaded Discussion
EIGHT: Clearest and
Muddiest Points Outbreak
Investigation
Outbreak
investigation exercise
ClassLive Pro
Session
6:00 – 8:00 p.m.
8:00 – 8:30 p.m.
Wednesday,
August 1, 2012
ClassLive Pro
Session
Applying
Epidemiology to
Evaluation and Policy
Ch. 17-20
Independent Project due
5:00 p.m. in Dropbox
6:00 – 8:00 p.m.
8:00 – 8:30 p.m.
Saturday, August
3, 2012
Homework FOUR due
online 5:00 p.m.
Saturday, August
4, 2012
Final Exam due 5:00 p.m.
Page 47 of 187
1.
Homework (20%) 4 @ 5% each
2.
Quizzes (15%) 3 @ 5% each
3.
Class participation in threaded discussions (15%)
4.
Comprehensive final exam (25%)
5.
Independent Project (15%)
6.
Journal article presentation and discussion (10%)
Homework (20% of grade)
Homework assignments are taken from questions at the end of each chapter. Your
answers should include explanations and not merely the letter that corresponds with the
multiple choice answer. These are to be submitted to the course dropbox every
Saturday by 5:00 p.m. (CLOs 1-4)
Quizzes (15% of grade)
You are required to take three quizzes during the first three weeks of class. Each quiz
will be available to you at the beginning of each week. Your will be allowed three hours
to submit each quiz online. Quizzes can be taken at any time during the week,
however, they must be submitted before 5:00 p.m. on Sundays. (CLOs 1-4)
Class participation in Threaded Discussions (15% of grade)
You are required to make an entry for each of the threaded discussions. You may
comment on your classmates’ discussions. Threaded Discussions: ONE 1%, TWOEIGHT 2% each.
Comprehensive Final (25% of grade)
The final exam will be available to you during the last week of class. You will be
allowed 5 hours to complete this exam. You must submit it before Saturday, August 4,
2012 at 5:00 p.m. (CLOs 1-4)
Independent Project (15% of grade)
Find two peer reviewed journal articles that examine the same hypothesis, using
different study designs. For example, one article may use a cohort design and the other
a case-control study, or randomized clinical trial, or cross-sectional, etc.. (CLO 5)
For each article:
1.
2.
3.
4.
State the research objective
Describe the study design, including their target population, sampling
methodology, sample size, recruiting methods, inclusion/exclusion criteria, etc.
Summarize the results, including univariate and multivariate findings, if
applicable. What variables did hey control for, and were the findings different
after controlling for confounding variables than before they controlled for them?
State the article’s conclusions as they relate to the original (null) hypothesis.
Page 48 of 187
5.
Discuss the study’s strengths and limitations, including sources of bias or
possible confounding. How did they account for these issues, and how might they
have affected the results (bias toward vs. away from the null hypothesis)?
Were their conclusions generalizable to the overall population? Why or why not?
6.
Finally, compare the two articles.
1.
Did they reach the same or different conclusions? If different, what may have
contributed to the discrepancy (chance, methodology, bias)?
Which study had the superior methodology, and why?
Which one are you more likely to believe?
How would you design the ideal study to examine this hypothesis?
2.
3.
4.
The project should total approximately 5 pages. Citations in the text and references
must be in APA format. There is a link to a good source for APA formatting in the
webliography. The Independent Project is due in the dropbox before Wednesday,
August 1, 2012 at 5:00 p.m.
Journal Article Presentation and Discussion (10% of grade)
Find a peer-reviewed article that uses epidemiological methods to examine a healthrelated issue, and make a 10-minute presentation to the class. Make sure to cover the
following points: (CLO 1,3,5)
1.
Background: what is the existing problem and why is it an important issue to
study?
What were the objectives of the study? This may include hypotheses, if stated.
What is the population about which the authors are seeking to generalize their
findings?
What type of study is this? Example: cohort, case-control, cross-sectional,
clinical trial….
Describe the study sample:
2.
3.
4.
5.
a.
b.
c.
d.
e.
f.
6.
7.
8.
9.
10.
Sample size (did they perform power or sample size calculations?)
Recruiting strategies
Inclusion criteria
Exclusion criteria
Randomization (if applicable)
If there was a control group, was it comparable to the case (or intervention)
group on demographic variables? Describe any variables that were different
between the groups.
What types of statistical analyses did they perform?
Results: univariate (without controlling for confounders) and multivariate
(controlling for potential confounders).
Conclusions: What did the authors conclude?
Do you agree with their conclusions?
What types of bias did you observe in this study? How might their methods have
either exaggerated or understated their findings?
Page 49 of 187
11.
12.
13.
Was there anything that they did not consider which may have impacted their
findings?
Were their findings applicable to the population that they are concerned about?
If not, why not?
What would be the ideal study design for their hypothesis?
The presentations will occur on Wednesday, July 26, 2012 during the ClassLivePro
session 6:00-8:00 p.m. You may send up to 5 powerpoint slides to the professor prior
to the meeting. You will not be allowed to go over 10 minutes.
A
96-100
B+
87-89
C+
A-
90-95
77-79
D+
67-69
B
84-86
C
74-76
D
64-66
B-
80-83
C-
70-73
D-
60-63
Page 50 of 187
National University
Course Outline
September 2012
09/04/2012 – 09/29/2012
Class Meetings:
Mondays and Wednesdays 5:30-10:00 PM
Aero Campus
Instructor:
Alan M. Smith, Ph.D., M.P.H.
Alan.smith@natuniv.edu
Office: National University
3678 Aero Court
(619) 857-9648
Textbook:
Gordis, Leon: (2009) Epidemiology, fourth edition. Saunders, Elsevier.
ISBN: 978-1-4160-4002-6
Course Description:
This course introduces the student to the study of determinants and distribution of
disease and disability in human populations, including empirical analysis of population
data related to morbidity and mortality; investigation of disease outbreaks, risk factors,
health outcomes and causal relationships; and critical evaluation of public health
literature and study design.
Page 51 of 187
Program Missions:
entry and midlevel career positions in health services organizations to help meet the
DEVELOPED
Conduct financial analysis, explain financial and accounting information, and make longterm investment decisions for a healthcare organization;
Utilize administrative and clinical information technology and decision-support tools in
process and performance improvement; DEVELOPED
Incorporate the principles of quality management for proving outcomes in healthcare
organizations;
Program Lead Faculty: Stephen Bowman, PhD, MHA
sbowman@nu.edu
(858) 309-3474
Analyze and interpret health data. DEVELOPED
Describe the distribution and determinants of disease, disabilities and death in human
populations
organizations.
Apply the concepts and methods of social justice and social and behavioral sciences
relevant to the identification and solution of public health problems.
gpiane@nu.edu
(858) 309-3474
Page 52 of 187
Department Chair: GinaMarie Piane, DrPH
gpiane@nu.edu
(858) 309-3474
1. Appropriately use and understand epidemiological terminology.
2. Determine appropriate epidemiological study designs
3. Identify sources of bias in public health research.
4. Discuss the steps of an disease outbreak investigation
Date
Wednesday, Sept. 5
Saturday, Sept. 8
(8:00 – 12:30)
Monday, Sept. 10
Wednesday, Sept.
12
Monday, Sept. 17
Wednesday, Sept.
19
Monday, Sept. 24
Wednesday, Sept.
26
Sat. Sept. 29
(8:30 – 12:30)
Topic
Introduction
The Dynamics of Disease Transmission
Measuring the Occurrence of Disease: I.
Morbidity
Measuring the Occurrence of Disease: II.
Mortality
Assessing the Validity and Reliability of
Diagnostic and Screening Tests
Quiz
The Natural History of Disease
Randomized Trials
Cohort Studies
Case-Control Studies and Other Study
Designs Estimating Risk: Is There an
Association?
Quiz
More on Risk: Estimating the Potential for
Prevention
Comparing Cohort and Case-Control
Studies
From Association to Causation: Deriving
Inferences from Epidemiologic Studies
Presentations
Bias, Confounding, and Interaction
Genetic and Environmental Factors
Presentations
Quiz
Applying Epidemiology to Evaluation and
Policy
Presentations
Outbreak investigation exercise
Presentations
FINAL EXAM
Page 53 of 187
Readings
Ch. 1 - 3
Ch. 4 – 5
Ch. 6 – 8
Ch. 9 - 11
Ch. 12 - 14
Ch. 15 - 16
Ch. 17 - 20
1. Homework (20%)
2. Quizzes (15%)
3. Class participation (15%)
4. Comprehensive final exam (25%)
5. Independent Project (15%)
6. Journal article presentation and discussion (10%)
Homework (20% of grade)
Homework assignments are taken from questions at the end of each chapter. Your
answers should include explanations and not merely the letter that corresponds with the
multiple choice answer. These are to be submitted to the course dropbox every
Saturday by 5:00 p.m. (CLOs 1-4)
Quizzes (15% of grade)
You are required to take three quizzes during the first three weeks of class. Each quiz
will be available to you at the beginning of each week. Your will be allowed three hours
to submit each quiz online. Quizzes can be taken at any time during the week, however,
they must be submitted before 5:00 p.m. on Sundays. (CLOs 1-4)
Class participation in Discussions (15% of grade)
Comprehensive Final (25% of grade)
The final exam will be available to you during the last week of class. You will be allowed
5 hours to complete this exam. You must submit it before Sunday, September 30, 2012
at 5:00 p.m. (CLOs 1-4)
Independent Project (15% of grade)
Find two peer reviewed journal articles that examine the same hypothesis, using
different study designs. For example, one article may use a cohort design and the other
a case-control study, or randomized clinical trial, or cross-sectional, etc.. (CLO 5)
For each article:
1. State the research objective
2. Describe the study design, including their target population, sampling methodology,
sample size, recruiting methods, inclusion/exclusion criteria, etc.
3. Summarize the results, including univariate and multivariate findings, if applicable.
What variables did hey control for, and were the findings different after controlling for
confounding variables than before they controlled for them?
4. State the article’s conclusions as they relate to the original (null) hypothesis.
5. Discuss the study’s strengths and limitations, including sources of bias or possible
confounding. How did they account for these issues, and how might they have affected
the results (bias toward vs. away from the null hypothesis)?
6. Were their conclusions generalizable to the overall population? Why or why not?
Finally, compare the two articles.
1. Did they reach the same or different conclusions? If different, what may have
contributed to the discrepancy (chance, methodology, bias)?
2. Which study had the superior methodology, and why?
Page 54 of 187
3. Which one are you more likely to believe?
4. How would you design the ideal study to examine this hypothesis?
The project should total approximately 5 pages. Citations in the text and references
must be in
APA format. There is a link to a good source for APA formatting in the webliography.
The
Independent Project is due in the dropbox before Wednesday, September 26, 2012 at
5:00 p.m.
Journal Article Presentation and Discussion (10% of grade)
Find a peer-reviewed article that uses epidemiological methods to examine a healthrelated issue, and make a 10-minute presentation to the class. Make sure to cover the
following points: (CLOs 1,2,3,5)
1. Background: what is the existing problem and why is it an important issue to study?
2. What were the objectives of the study? This may include hypotheses, if stated.
3. What is the population about which the authors are seeking to generalize their
findings?
4. What type of study is this? Example: cohort, case-control, cross-sectional, clinical
trial….
5. Describe the study sample:
a. Sample size (did they perform power or sample size calculations?)
b. Recruiting strategies
c. Inclusion criteria
d. Exclusion criteria
e. Randomization (if applicable)
f. If there was a control group, was it comparable to the case (or intervention)
group on demographic variables? Describe any variables that were different between
the groups.
6. What types of statistical analyses did they perform?
7. Results: univariate (without controlling for confounders) and multivariate (controlling
for potential confounders).
8. Conclusions: What did the authors conclude?
9. Do you agree with their conclusions?
10. What types of bias did you observe in this study? How might their methods have
either exaggerated or understated their findings?
11. Was there anything that they did not consider which may have impacted their
findings?
12. Were their findings applicable to the population that they are concerned about? If
not, why not?
13. What would be the ideal study design for their hypothesis?
Page 55 of 187
COH 608: Public Health and the Environment
National University
INSTRUCTOR:
Zohir Chowdhury, Ph.D. (zohir.chowdhury@sdsu.edu)
Phone: 619-594-8085 (office at SDSU)
National University
LOCATION:
3678 Aero Court, San Diego, CA 92123
858-309-3400
DATE AND TIME:
M and W 5:30-10:00 PM
Fri 5/11 at 5:30 PM -10:00 PM
Sat 5/12 at 8:00 AM -12:30 PM
Sat 06/02 at 8:30 AM -12:30 PM
Description:
Catalog Description:
COH 608: Analysis of the health impact of home, workplace, community and global
environments. Examines scientific understanding of causes and control of the major
environmental health problems. Includes environmental pollutants; physical, chemical,
and biological agents of environmental contamination; vectors for dissemination; solid
hazardous waste; susceptible populations; biomarkers; and emerging global
environmental problems.
General Description:
This course is designed to provide students with an introduction to and overview of the
key areas of environmental health. Using the perspectives of the population and
community, the course will cover factors associated with the development of
environmental health problems. The science and uncertainties behind climate change
will be explained and how climate change will influence health will be discussed both on
a global scale, but also on a regional scale covering the San Diego region. Students will
gain an understanding of the interaction of individuals and communities with the
environment, the potential impact on health of environmental agents, and specific
applications of concepts of environmental health. The course will consist of a series of
lectures and will cover principles derived from core environmental health disciplines.
The course will also cover specific agents of environmental diseases (e.g., microbial
agents, ionizing and nonionizing radiation) as well as applications and domains of
environmental health will be addressed (e.g., water quality, air quality, and waste
disposal).
Page 56 of 187
Prerequisites:
COH 603
Learning Objectives
Students who complete this course will be able to:
1. Identify chemical agents, such as air pollutants, toxic metals and organic
pesticides and describe how these chemical agents can impact human health
and the environment.
2. Describe how microbial agents (bacteria, viruses, and protozoa) that originate in
the environment can impact human health.
3. Differentiate the potential environmental and health impacts from ionizing and
non ionizing radiations
4. Discuss the transport and fate of air pollutants, toxic metals, organic pesticides,
microbial agents, and radiation in the environment.
5. Interpret how key environmental policies that have been developed are able to
manage health risks associated with exposures to environmental hazards
6. Describe water and waste water treatment, hazardous waste and municipal
waste disposal that are used to minimize impact of environmental hazards
7. Learn how to write a concise literature review.
8. Research a topic in Environmental Health and present your findings in front of
your peers.
Course Text

Understanding Environmental
Health
Nancy Irwin Maxwell
Jones and Bartlett Publishers,
2007.
ISBN-13: 978-0-7637-3318-6
ISBN-10: 0-7637-3318-0

Supplemental materials:
o Powerpoint slides
o Various video clips
Page 57 of 187
eCollege Portal:
Nearly all instructional materials except for the textbook for this course will be available
on eCollege webportal (myonlinelogin.com) for the class. Lecture notes will be available
the night before the start of the class. Please download the content and print to take
additional notes during class.
Grading
Assessment
Final Exam
MCQ
Midterm
MCQ
In-class Quizzes (2
total)
MCQ
Homework
Assignments
Project Presentation
Project 3 to 4-pg Lit
Review
Class Participation
Attendance
Total
Points
Learning
Objectives
Assessment
100
60
12X2 =24
9X1 =
9
Computer Research
Skills
Theory,
Principle, &
Thinking
Skills
X
X
X
X
100 #8
50 #7
9
Speaking
&
Thinking
Skills
#1, #3, #4,
#5, and #6
#1, #2, and #
5
#1, #2, #3,
#4, #5, and
#6
48
9X1=
Writing
Skills
X
X
X
X
X
X
X
X
X
#1, #2, #3,
#4, #5, and
#6
X
X
400 Points
The following is the grade cut-off points that will be used in this class. Grades may be
curved based on expected class results.
Grade
Point Range
Points Lost
A
AB+
B
BC+
C
CD+
D
DF
384-400
360-383
348-359
336-347
320-335
308-319
296-307
280-295
268-279
256-267
240-255
Below 239
16
40
52
64
80
92
104
120
132
144
160
161
Corresponding
%-age
96 to 100
90 to 95
87 to 89
84 to 86
80 to 83
77 to 79
74 to 76
70 to 73
67 to 69
64 to 66
60 to 63
Below 60
Page 58 of 187
Students who do not complete any of the assignments and do not show up for
exams/quizzes will receive an F.
Attendance & Participation:
Attendance is mandatory and will be taken during each class. Email the instructor if
you’re unable to attend a class because of emergency or illness BEFORE the start of
the class. The following point distribution will be followed:
Tardy by more than 30 minutes: -0.5 Point
Left Early: -0.5 Point
Participation grade is based on your daily active involvement in class and group
discussion. If you’re absent, come late or leave early, your participation points will be
lowered since if you’re not physically present, you cannot participate.
Exams and Quizzes:
In-class Quizzes: These quizzes will test basic concepts covered in class and from your
readings. Questions will be MCQ in nature and will lead to in-class group discussions.
Midterm: The exam will be a take home exam. The exam will be similar in structure to
the in-class quizzes and may also include graphic interpretation and quantitative
problem solving. The questions will be MCQ in nature.
Final Exam: The final exam will cover materials after the midterm and will be a takehome exam. The questions will be MCQ in nature.
No make up exam or quizzes will be given unless a valid medical excuse is
provided supported by the physician.
Reading Assignments and Homework:
Readings will be assigned each week from your text book and can be found listed in the
tentative schedule of this syllabus. Students are expected to complete the reading
assignment BEFORE coming to class. Class materials will expand on the important
concepts from the assigned reading and the lecture will cross-reference the book.
Homework should be completed before coming to class and must be turned in during
the first 30 minutes of class time. The instructor will grade the homework on the basis of
completeness by using the following criteria:
Complete (4) 75% complete (3)
50% complete (2)
25% Complete (1)
Quality of your homework will be judged by the following criteria
Good/Excellent work (2)
Acceptable work (1.5)
Poor work (1)
Disability Accommodation:
Students who need accommodation of their disabilities should contact me privately to
discuss specific accommodations for which they have received authorization from the
Page 59 of 187
University. Please contact the University with supporting documentation to receive this
authorization.
Literature Review GUIDELINES
Students are expected to demonstrate writing skills in describing, analyzing and
evaluating ideas and experiences. Written reports and research papers must follow
specific standards regarding citations of an author's work within the text and
references at the end of the paper. Students are encouraged to use the services of the
University's Writing Center when preparing materials.
The following website provides information on APA citation styles that will be required
for the research paper and the like:
http://www.nu.edu/LIBRARY/ReferenceTools/citations.html
Possible topics to explore:
 Global Warming
 Population Growth, Urbanization
 Natural Disasters, Radiation, Nuclear Energy, Nuclear Explosions
 Renewable Energy
 Hybrid Vehicle and Electric Vehicle
 Microwave Food, Food Safety, Organic Food, Food Miles, Factory Farming,
Genetically Modified Food
 Composting, Pesticides
 Air Pollution, Water Pollution, Landfill
 Toxic chemicals from cigarette butts
 Local Issues: Tijuana River Estuary, Mission Beach, SD Water Quality, SD
Coastal Water Pollution
A literature review is a summary of previous research on a topic. Literature reviews can
be either a part of a larger report of a research project, a thesis or a bibliographic essay
that is published separately in a scholarly journal. Some questions to think about as you
develop your literature review:
 What is known about the subject?
 Are there any gaps in the knowledge of the subject?
 Have areas of further study been identified by other researchers that you may
want to consider?
 Who are the significant research personalities in this area?
 Is there consensus about the topic?
 What aspects have generated significant debate on the topic?
 What methods or problems were identified by others studying in the field and
how might they impact your research?
 What is the most productive methodology for your research based on the
literature you have reviewed?
 What is the current status of research in this area?
 What sources of information or data were identified that might be useful to you?
You’ll need at a minimum between 5-7 citations from scientific or technical reports,
scientific journals, and reputable websites in the field of your research topic
Page 60 of 187
Step-by-Step Approach:
Step-1: Review the class guidelines below or as discussed in class
Step-2: Decide on a topic
Step-3: Identify the literature that you will review. Links to databases are provided
below. Revise the topic based on available articles.
Step-4: Analyze the literature, take notes from each article, group them into topic and
subtopic and try to understand the progression of knowledge (chronologically). Critique
the articles by looking at possible weaknesses or strengths in their methodologies and
results or interpretation. Evaluate your references for depth and breadth: Although you
can always find more articles on your topic, you have to decide at what point you are
finished with collecting new resources so that you can focus on writing up your findings.
However, before you begin writing, you must evaluate your reference list to ensure that
it is up to date and has reported the most current work. Typically a review will cover the
last five years, but should also refer to any landmark studies prior to this time if they
have significance in shaping the direction of the field.
Step-5: Synthesize and write the review by making sure you discuss how the
studies/articles relate to each other. At the same time, look for obvious gaps and areas
needing more research.
Guidelines for Literature Review
Submit:
1. A minimum of THREE and a maximum of FIVE pages of literature review, double
spaced
2. An additional page or half a page of references, single spaced as described in
the “References” section below.
3. pdf or MS Word version of reference articles, reports, and journal papers
uploaded on eCompanion website under doc sharing
Structure and Point Distribution:
Title………………………………………………………………………..1 Point
Names……………………………………………………………………..0.5 Point
Affiliation to NU………………………………………………………….0.5 Point
Short Abstract/Overview………………….……………………………8 Points
-2 if it does not contain some quantitative information and conclusions
Literature Review/Findings….…………………………………….……15 Points
A literature review is not an annotated bibliography in which you summarize briefly each
article that you have reviewed. While a summary of the what you have read is contained
within the literature review, it goes well beyond merely summarizing professional
literature. It focuses on a specific topic of interest to you and includes a critical analysis
of the relationship among different works, and relating this research to your work.
You can use subheadings. Usage of one or two summary table or diagram to connect
the articles or the results is advised but not required.
-5 if not enough depth
-5 if missing gaps in knowledge or limitations
Page 61 of 187
Conclusions……………………….……………………………………5 Points
What are your conclusions or implications? Any suggestion on specific direction for
future research?
References………………………………...…………………………….10 Points
Must be professionally looking like any published journals. Use the American
Psychological Association (APA) citation style or the similar Harvard Citation Style, but
citation style and reference format should be consistent from beginning to end.
References should be within the last 10 years; however, if you find articles that have
been widely cited and are older, it's fine. The purpose is to use recent understanding
about your topic, not outdated viewpoints based on older models and techniques.
Must have, at least 5 references to qualify for C grade work
Must have, at least, 7 references (2 from journal) to qualify for B grade work
Must have, at least, 10 references (3 from journals) to qualify for A grade work
-1 text does not contain citations or many citations are missing
-1 improper citation style
-1 too many quotes, technical writing should not have quotes
-2 improper reference section/format
-1 or -2 or -3 or -4 or -5 lacks the proper number of citations
pdf attachment………………………………………………………….5 Points
Attach pdf or MS Word version of your references, as many as possible. No need to
scan articles that are in hardcopy format only. These pdfs should be uploaded on
eCompanion website under docsharing and copied to the instructor’s Flash drive
in class.
Quality of Work…………………………………………………………5 Points
Should be college level technical/scientific writing and contain the required minimum
number of references.
Good technical English, minimum typos and punctuation marks problems
Your thought-process from section to section should be well integrated and the writing
should flow smoothly from beginning to end. The best way to guarantee good flow is to
go over the finished product several times before submission.
Possible Databases to search:
 PubMed
 Web of Science
 http://scholar.google.com
 Inter-library loan
PRESENTATION GUIDELINES (100 Points)
Page 62 of 187
You will have approximately 15 minutes to conduct your lecture with 2 additional
minutes for Q&A and class evaluation from your peer. Typically you should have
between 18-20 slides in total including your title and reference slides. If you have over
22 slides, you're probably going too fast for the class to grasp your content. Keep the
slides free from lot of words and DO NOT read directly from them
You should have enough background materials to ensure that everybody can follow
your lecture. You can make it interactive or discussion oriented. You are free to
distribute handouts or share any recent news in your topic. If you so wish, you can show
one or two relevant video clip(s) lasting 1-2 minutes if it complements your lecture. It
will be your responsibility to ensure that audio-visual materials work properly. Typically
internet-based content with no need for software downloading are very reliable. Balance
between visual materials (graphs, tables, diagrams, photos) and text will greatly help
students who use multiple learning techniques. It's perfectly ok to copy
figures/tables/diagrams from key papers (with source/citation obviously) into your slides.
It’s entirely up to you how you want to involve the audience.
URGENT: Your presentation MUST be posted online in the class webportal before the
presentation. Also include any additional pdf journal papers/reports that you’ve
consulted.
To help you maximize points, you should do a final check of your presentation slides to
ensure that all elements of the grading rubric are present in your lecture. Points for
each item are in the right hand side. Since each presentation is different from the other,
you are the best judge in deciding how to structure your presentation to make it flow
smoothly. You do not have to follow this order.
DO NOT forget to provide correct citations within the slides and complete references at
the end of your presentation.
Page 63 of 187
Presentation Evaluation
Presenter(s) Name: ________________
Part I. Content and Scientific Merit (50 Points)
Introduction and Title (10 Points):



Title and Name(s) are present
Defines background and importance of topic
States objective(s) and is able to identify relevant questions
Body (30 Points):






______________________
Addresses audience at an appropriate level, generally understandable at the introductory level and progressively moves
to more complex issues
Describes methodology of work appropriately (if applicable)
Interprets the results appropriately and appears to understand the material well
Presentation is in logical order
Presenter is able to tie papers/reports together into a coherent topic and deliver it as an in-class lecture instead of
individual topics.
Appropriate referencing of text and visuals, uses APA style appropriately
Conclusion (5 Points):


____________________
_______________________
Summarizes major points of presentation
Summarizes potential weaknesses, if any, in findings
Take Home Message (5 Points): _______________________
 Provides you with a one line “take-home” message [must be in a separate slide]
Total for Part I: _______________/ 50 Points
Part II. Speaking Style/Delivery (20 Points)






Individual Speaking Style
Speaks clearly at an understandable pace
Maintains eye contact with audience
Uses notes/flash cards sparingly and only as a guide, if needed
Uses body language appropriately
Is able to answer questions professionally and knowledgeably
Is able to engage or capture the attention of the audience
Individual 1:____/20
Individual 2:____/20
Total for Part II: _______________/ 20 Points
Part III. Audio/Visual (10 Points):




Graphs and Tables clear and understandable
Text is readable and clear
Audio/visual components support the main points of the talk [must have a video from a web source]
Appropriate referencing of data, uses APA style appropriately
Total for Part III: _______________/ 10 Points
Part IV: Creativity (10 Points)

Creativity rating (Circle One): Low…..Medium…..High
Total for Part IV: _______________/ 10 Points
Part V. Peer Evaluation (10 Points)
Average Student Evaluation
Total for Part V: _______________/ 10 Points
Overall Score: _________________/100 Points
Page 64 of 187
#
Date
Topic
Exams/
Projects
1
5/7
Mon
Introduction to course & participants
Grading Policies
Class groups of 2 students in each
Population Increase
Affluence Vs. Poverty
Overview of regulatory agencies
WHO, EPA, OSHA
CARB and APCD
Overview of Environmental Regulations
CAA
CWA and CDWA
CERCLA and RCRA
FIFRA
Ch 2: The fate and transport of environmental
contaminants
Physical and chemical properties of
chemicals
In Air:
In Water
Underground
Review
Ch 3: Living with other species
Water Quality
Water-borne diseases
Drinking Water Treatment
Waste Water Treatment
Environmental Policy:
Clean Water Act
Drinking Water Act
Local Issues
Water shortages in Southern CA
Infectious and Vector-borne Diseases
Malaria
Dengue Fever
Plague
Transmission of infectious diseases
Global patterns of infectious diseases
Class Discussion: Homework
Introduce
Projects
2
5/9
Wed
In-Class
Quiz
Reading & HMW
Course Learning Outcome
Read pg 319
#4, #5, and #7
#4: Discuss the transport and fate
of air pollutants, toxic metals,
organic pesticides, microbial
agents, and radiation in the
environment.
#5: Interpret how key
environmental policies that have
been developed are able to
manage health risks associated
with exposures to environmental
hazards
#7: Learn how to write a concise
literature review.
Introduce
Literature
Review
Review
Projects
Review
Literature
Review
Read 2.1 and 3.1
#2, #4, and #7
HMW:
-Choose 2 topics for your
class project and write 4
sentences for each topic.
Print.
#2: Describe how microbial agents
(bacteria, viruses, and protozoa)
that originate in the environment
can impact human health.
environment.
#7: Learn how to write a concise
literature review.
Page 65 of 187
3
5/11
Fri
4
5/12
Sat
5
5/16
Wed
Ch 4: Producing Energy
Energy from Fossil Fuels
Combustion
Air pollution from fossil fuels
Outdoor Air Quality
Criteria Air Pollutants
Indoor Air Quality
Health Effects of air pollution
Clean Air Act
NAAQS
Local Issues:
PM and Ozone problems in San Diego
Yes
Read 4.1 (pp 101-130)
#1, #4, and #5
HMW:
-Decide one topic for
your class project and
find one scientific paper
on the topic. Print the
paper and write two
paragraphs review using
your own words. Be
prepared to discuss the
paper in class.
#1: Identify chemical agents, such
as air pollutants, toxic metals and
organic pesticides and describe
how these chemical agents can
impact human health and the
environment.
environment.
hazards
Read 4.2 and 4.3
#3 and #5
HMW:
-Draft an outline for your
literature review
-Make 5 slides on your
topic and print them out
-Find a second scientific
paper on your topic, print
it out, and write two
paragraphs review using
your own words. Be
prepared to discuss the
paper in class.
#3: Differentiate the potential
environmental and health impacts
from ionizing and non ionizing
radiations
Midterm
Exam:
Take
Home
Ch 4: Producing Energy (Continued)
Nuclear Energy
Nuclear Waste
Ionizing and Non-ionizing Radiation
Health Effects
Alternative and Renewable Energy
Solar, Wind, Geothermal
Hybrid vehicle
RCRA
CERCLA
Local Issues:
SONG: Nuclear Power Plant in San Diego
County
Page 66 of 187
hazards
6
7
8
05/21
Mon
5/23
Wed
5/30
Wed
Ch 5: Producing Manufactured Goods
Synthetic Organic Chemicals
Toxic Metals and Elements
Toxic Metals with multiple health
effects
Lead, Mercury, Arsenic, Cadmium,
Chromium
Essential Metals
Ch 6: Producing Food
Pesticides
Organic Food
Endangered Species Act
FIFRA
Group Project Presentations (3)
Ch 7: Living in the World We’ve Made
Solid and Liquid Waste
Recycling
Composting
Incineration
Landfill
Break
Read 5.2 (pp 189-192)
#1
HMW:
-Print draft ppt
-Print reference page for
your literature review
-Print draft literature
review
as toxic metals and describe how
these chemical agents can impact
human health and the environment.
#1 and #5
Literature
Review
Due
Yes
as organic pesticides and
describe how these chemical
agents can impact human health
and the environment.
hazards
#6
#6: Describe water and waste
water treatment, hazardous waste
and municipal waste disposal that
are used to minimize impact of
environmental hazards
Catch up with materials, if behind
Review key concepts for Final Exam
Q&A
Review learning objectives for the course
Group Project Presentations (3)
Literature Review Due
9
6/2
Sat
8:30 to
12:30
Final
Exam:
Take
Home
Note: Learning outcomes #7 and #8 will span the entire month-long course even though most of the learning will occur during
the last 4 sessions of the course.
Page 67 of 187
Directly from the course instructor:
My exams and quizzes are usually based on both the topics covered in class (class slides)
and the materials from the book which you ought to read. I usually include plenty of visual
materials (photos, graphs, tables, diagrams) in my slides and I encourage all students to first
look at the visual materials both in the slides and in the book. Then read the slides and the
book to make sure you understand the visual content. When reviewing for the exams or
quizzes, always ensure that you know the following:
1) Definitions of ALL important terms. Nomenclatures and classifications are also very
important. At the introductory class level, such as COH608, terminologies are the most
important things to learn.
2) All graphs, tables, and diagrams should be reviewed with care for understanding.
What are these telling you? Can you interpret them properly? Do not be surprised if
you’re asked to interpret graphs/tables in an exam.
3) Dates and numbers are not important to remember with precision; but you should use
this data to better understand the content in relation to other things you’ve already
learned.
If during the course, you find me hard to follow or your performance (grade) does not reflect
the amount of work you do for this class, please contact me by email or see me after class.
We can discuss this privately or by email and try to improve your performance before it’s too
late.
Two Chinese Proverbs:
“Learning is a treasure that will follow its owner everywhere.”
“Learning is like rowing upstream: not to advance is to drop back.”
Page 68 of 187
National University
School of Health & Human Services
Community Health Department
SYLLABUS
Course: COH 611: Public Health Research Methods
Deborah Morton, PhD, MA
Epidemiologist/Anthropologist
Associate Professor
UCSD Department of Family & Preventive Medicine/Division of Epidemiology
deb.don@cox.net
760 747 6634 h
Mission of the School of Health and Human Services
Prepare professionals to meet the dynamic health needs of a diverse global population.
Course Welcome
This course is part of National University’s Master of Public Health. The Master of Public
Health (MPH) is a graduate professional degree designed to prepare students for leadership
positions in health promotion and disease prevention. Public Health involves multidisciplinary
and collaborative strategies for solving health related problems, including programs that
serve the public sector at all levels—local, state, federal, and global. Faculty members have
expertise and experience in public health promotion.
The MPH program emphasizes the application of broad-based, state-of-the-art quantitative
and qualitative skills needed for problem-solving. Special attention is given to enhancement
of communication skills needed to work with diverse populations. Ideal candidates for the
MPH program are those students looking for career advancement within the public health
sector; and those looking for career transition into public health from other health professions.
Graduates will enhance their opportunities for professional growth and job placement through
carefully planned internships and a multidisciplinary team-based capstone experience. The
MPH program is an applicant for accreditation with the Council on Education in Public Health
(CEPH).
Course Description:
Fundamentals of research methods and statistical analysis of public health data. Includes
principles of research investigation, research design, sampling, measurements, and the use
of descriptive and inferential statistics for data analysis and hypothesis testing. Focuses on
health survey design, sampling methodologies, questionnaire construction and
administration, interviewing, and coding procedures. Students will be able to locate and
evaluate scholarly papers published in peer-reviewed journals.
Page 69 of 187
Required Text(s) and Resources:

Creswell, JW (2009). Research Design: Qualitative, Quantitative, and Mixed Methods
Approaches (3rd ed.). Los Angeles, CA: Sage Publications.

supports academic rigor by providing access to scholarly books, journals, e-books,
and databases of full text articles from scholarly journals. Access the library web
page: http://www.nu.edu/library.

Course Prerequisite: COH 606
Upon successful completion of this course the student will be able to:
1.
2.
3.
4.
5.
6.
7.
Describe the ethical issues involved in performing research with human subjects.
Evaluate an existent survey instrument.
Develop a survey instrument.
Develop an informed consent form.
Apply a quantitative study design to a public health issue.
Apply a qualitative study design to a public health issue.
Evaluate a public health research study that used a mixed methods design.
Requirements and Grading
Students are expected to attend all class sessions, participate in all class activities, complete
weekly assignments and paper as scheduled, and make a presentation. Failure to do so
will result in the loss of points.
Grading:
Week 1 Assignment
Week 2 Assignment
Week 3 Assignment
Week 4 Assignment
Presentation
Research Proposal
Attendance/Participation in Class Discussion/ 2pts per class
TOTAL
16 pts
18 pts
21 pts
10 pts
40 pts
55 pts
16 pts
181 points
Research Proposal and Presentation
Each student will develop a research proposal. (CLOs 1-7) Signature Assignment
A Research/Proposal paper (8-10 pages, 12-point font) will be turned in.
Your survey, questionnaire, and/or interview guide must be included as an appendix.
You will present your project plan to the class (15 minutes).
Be prepared to answer questions about your plan.
Page 70 of 187
The paper counts for 55 points and the presentation counts for 40 points. Points will be
awarded in the following categories. Use the course text for guidance in completing each of
the sections.
Research Plan (45 points)
Possible
points
The Introduction/Literature Review
10 points
Purpose Statement
5 points
Research Questions and Hypotheses
10 points
Study Design / Methods
(including subjects and sampling methods)
10 points
Survey, Questionnaire, or Interview Guide
5 points
Analysis Plan
5 points
Biases / Threats to Validity / Ethical Concerns
5 points
Format - clear and consistent with APA style,
including at least 5 references from Peer-Reviewed
Journals
10 points
Presentation (20 points)
Possible
points
Clarity/Conciseness/Hypothesis/Methods
20 points
Preparation/Practice
10 points
Responses to questions
10 points
Page 71 of 187
Points
awarded
Points
awarded
TENTATIVE SCHEDULE OF TOPICS & ACTIVITIES
Instructor reserves the right to change the timetable in order to better address the needs of
the candidates in the class.
Session/
date
Monday
Aug 6 2012
Wednesday
Aug 8
Monday
August 13
Wednesday
Aug 15
Topic/Activities
In class discussion for that session
Class
Preparation
Selection of a Research Design
Review of the Literature
Chapters 1 & 2
The Use of Theory
Writing Strategies
Ethical Considerations
Informed Consent
The Introduction
Chapter 3
Assignments
Due next class
session
Week 1 Assignment
Chapters 4 & 5
The Purpose Statement
Research Questions and Hypotheses
Chapters 6 & 7
Quantitative Methods
Secondary Analysis
Chapter 8
Wednesday
Aug 22
Qualitative Procedures
Chapters 9
Monday
Aug 27
Mixed Methods Procedures
Chapter 10
Monday
August 20
Week 2 Assignment
Week 3 Assignment
Week 4 Assignment
Presentations
Wednesday
Aug 29
Survey Development
Saturday
Sept 1
Individual Presentations of Proposals
Survey Design
Documents
Presentations
FINAL RESEARCH
PAPER DUE
Writing
Students are expected to demonstrate writing skills in describing, analyzing and evaluating
ideas and experiences. Written reports and research papers must follow specific standards
regarding citations of an author's work within the text and references at the end of the paper.
Students are encouraged to use the services of the University's Writing Center when
preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles
that
may
be
required
for
term
papers
and
the
like:
http://library.nu.edu/FindResources/ReferenceTools/citations.html
Classroom Behavior
Please be courteous and respectful of the learning process at all times. Cell phones
are required to be turned off during class. No exceptions.
Page 72 of 187
National University - COH 611
On-line course
Samantha Tweeten, PhD, MPH
Notes:
Text in red is for instructional notes or items to be included by SPL .
Underlined items are those directly within the Course Home tab. Text under these items is to
be included within that item (i.e., when you click the item, this is the text that appears).
Course Home: (TAB)
Welcome to COH 611, Public Health Research Methods. In this course you will be
introduced to the fundamentals of research methods using public health data. This includes
principles of research investigation, research design, and sampling, focusing on health
survey design, sampling methodologies, questionnaire construction and administration,
interviewing, and coding procedures.
Getting Started:
Make sure you look around the course. The Course Home tab will provide you with
information on how to navigate the course, requirements, how to turn in assignments, and
participate in discussions. Your first assignment is to read the syllabus and other
informational items in the Course Home tab. In addition, the Course Home includes a Class
Lounge where students can chat - this provides a good space for collaborative learning!
Course Outline (Clickable under Course Home)
Instructor Information
Information to be inserted for each instructor
Include short bio, contact info, etc
Course Description
This course provides an introduction to concepts of pathological process from a public health
viewpoint. This includes consideration of historical and contemporary disease patterns based
on an understanding of pathogenic, behavioral, and environmental dimensions.
Required Textbook
Cresswell, JW. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods
Approaches, 3rd ed. Los Angeles: Sage.
ISBN-13: 978-1-4129-6557-6
In addition, there are supplemental readings which can be found in each week's tab.
Course Objectives
At the end of this course you will be able to:
1. Describe the ethical issues involved in performing research with human
subjects.
Page 73 of 187
2.
3.
4.
5.
6.
7.
Evaluate an existent survey instrument.
Develop a survey instrument.
Develop an informed consent form.
Apply a quantitative study design to a public health issue.
Apply a qualitative study design to a public health issue.
Evaluate a public health research study that used a mixed methods design.
Turning in Assignments
A dropbox is provided for each assignment to be turned in. This can be found in the clickable
link in the Course home for each assignment.
Threaded Discussion Instructions
Two threaded discussion questions are provided under the tab for each week, under
"Threaded Discussion." Each student is expected to contribute to each threaded discussion,
and this will go towards his or her grade points.
Class Lounge
Students are encouraged to visit the Class Lounge (found in the Course Home tab) to "meet"
other students, discuss issues and assignments, and provide collaborative learning. This can
be a great tool for working together.
Help Desk
The Help Desk is available 24 hours a day, 7 days a week, and should be contacted for any
technical problems such as pages not loading, connectivity issues, not being able to view
video or hear audio. The Help Desk can be reached at: 877- 252-7715 or
helpdesk@myonlinelogin.com
Grading
Course components:
Quizzes (4) (CLOs 1-7)
100 points (25 points each)
Survey Design
(CLOs 2-3)
40 points
Consent Form
(CLO 4)
40 points
Research Study Evaluation (CLOs 1,7) 40 points Signature Assignment
Attendance/Participation
25 points
Threaded Discussion
25 points
Total
270 points
Recommended grading:
A
A-
96-100%
90-95%
B+
B
B-
87-89%
84-86%
80-83%
C+
C
C-
77-79%
74-76%
70-73%
D+
D
D-
67-69%
64-66%
60-63%
Consent Form Development (Clickable under Course Home)
Each student will develop a consent form for a study on attitudes about risk factors for HIV
transmission involving attendance of a three part educational program and collection of
personal information including sexual and drug use behavior. A grading rubric is provided.
Please use the dropbox provided to turn in the assignment.
Page 74 of 187
Word document of grading rubric is provided as clickable "Grading Rubric"
pdf of Guidelines for Writing Informed Consent
Dropbox for Consent Form.
Survey Design (Clickable under Course Home)
Each student will prepare a Survey Monkey questionnaire on the attitudes about risk factors
for HIV transmission using the standard, free Survey Monkey. Note that this will limit the
number of questions you can ask and you will have to use some creativity to get all the
information you want. The survey should include mixed methods and gather at least some
demographic information. A grading rubric is provided. Place the link for your survey into the
dropbox provided.
pdf of Survey Development Guidelines
Dropbox for Survey Monkey link.
Research Review (Clickable under Course Home)
Each student will prepare a 5-7 page critique of a research article provided (in Doc Sharing),
addressing areas of literature review, methods, ethics, potential areas of bias, and
suggestions for improvement. A grading rubric is provided. Please use the dropbox provided
to submit the assignment.
pdf of A Brief Guide to Reviewing Research Articles
Dropbox for Research Review
Course Lounge (Clickable under Course Home)
Course Lounge area for student-to-student interaction
Class Schedule
Provide dates and times per instructor. Include due dates for assignments.
Chat
Chat is conducted in the "Live" section of the course platform. Students will need to have
audio for chat. There is an archive available of each chat and students are encouraged to
review any chat missed.
Provide dates and times per instructor.
Page 75 of 187
National University
COURSE OUTLINE
COH 691 - Public Health Internship
MAY / JUNE TERM 2012
Class Meetings:
Professor:
Office:
Mondays 5:30-10:00 p.m. MAY 9, JUNE 27
Suzanne Evans, MS, EdD, NBCT
SFEvansEdD@hotmail.com
National University
Technology and Health Sciences Center, Room 114
3678 Aero Court, San Diego, CA 92123-1788
cell: 847-431-0343
Office Hours:
by appointment
COURSE DESCRIPTION:
Work in public health agency planning, implementing and/or evaluating a health promotion
program or programs. Minimum of 120 hours of structured work experience in a healthcare
organization under the direct supervision of one or more experienced health promotion
specialists. Course is eligible for In Progress (IP) grade. This is a two month course.
REQUIRED TEXT(S) AND RESOURCES:

Internet Access and e-mail Access

supports academic rigor by providing access to scholarly books, journals, e-books,
and databases of full text articles from scholarly journals.

National University -School of Health and Human Services -Community Health
Internship Handbook.

Readings as assigned.
COURSE PREREQUISITE:
HCA 600, COH 601, COH 602, COH 603, COH 604, COH 605, COH 606, COH 607, COH
608, COH 609, COH 618, COH 611, COH 612, COH 613, minimum of 120 hours of
structured work experience in a public health organization under the direct supervision of one
or more experienced public health educators.
Page 76 of 187
Upon successful completion of this course, students will be able to:
1. Apply the professional knowledge and skills learned in didactic public health courses
to work in a public health agency.
2. Plan and complete one or more supervised applied project (s) related to public health
in an approved public health organization.
3. Write a report demonstrating the successful integration of academic knowledge and
skills to community health issues in a public health organization.
The National University MPH program prepares educated, ethical and high-functioning public
health professionals that serve the global community by advancing health and social justice.
The NU MPH program employs collaborative administration where faculty, students, and
public health professionals collaborate to disseminate public health scholarship through
teaching, research, and community service.
PLOs
COH 691
CORE
7. Describe the distribution and determinants of disease, disabilities and death in human populations
9. Analyze the planning, organization, administration and policies of health care organizations.
10. Apply the concepts and methods of social and behavioral sciences relevant to the identification...
SPECIALIZATION
11. Assess individual and community needs for health education.
12. Plan health education strategies, interventions, and programs.
13. Implement health education strategies, interventions, and programs.
14. Conduct evaluation related to health education.
15. Administer health education strategies and interventions.
16. Serve as a health education resource person.
17. Communicate and advocate for health and health education.
18. Apply appropriate research principles and techniques in health education.
19. Administer health education programs
20. Advance the profession of health education.
gpiane@nu.edu
(858) 309-3474
Page 77 of 187
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
TENTATIVE SCHEDULE:
Instructor reserves the right to change the timetable in order to better address the learning
needs of the students in the class. Specific individual meetings with Preceptors arranged with
Professor.
DATE
WEEK 1
Wednesday
May 9
TOPIC
READING
ASSIGNMENT
Due next class
session
WRITTEN ASSIGNMENT



READING:
WRITING ASSIGNMENT:
 PBL 1-6 completed
INTRODUCTIONS
ACTIVITIES
SYLLABUS AND
EXPECTATIONS
WEEK 2
NO MEETING
WEEK 3
NO MEETING
READING:
Supplemental
DISCUSSION
BOARD 1
Due Nov 7
WEEK 4
NO MEETING
WEEK 5
NO MEETING
DISCUSSION
BOARD 2
Due Nov 21
WEEK 8
Wednesday
June 27
MEETING
WRITING ASSIGNMENT:
Reflection 2 - PBL 7
READING:
Supplemental
READING:
Supplemental
DISCUSSION
BOARD 3
Due Dec 5
WRITING ASSIGNMENT:
READING:
Supplemental
READING:
Supplemental
WEEK 6
NO MEETING
WEEK 7
NO MEETING
Supplemental readings-
READING:
Supplemental
READING:
Supplemental
Page 78 of 187
WRITING ASSIGNMENT:
WRITING ASSIGNMENT:
Volunteer Paper
WRITING ASSIGNMENT:
PBL 8, 9, 10
FINAL Meeting
ACTIVITIES/OTHER
ASSIGNMENTS
Due next class
session
The readings, discussions, and assignments will focus on the exciting field of public health
theory and practice. Students are expected to complete all reading assignments prior to
attending class. Participation in discussions and class activities is essential. Written
assignments must be submitted on the due date unless special circumstances are discussed
with the professor in advance.
 demonstrate professionalism by participating in all class sessions/discussions and
submitting work on time
attendance during a regularly schedule class period, whether or not it is an excused
absence.
absences from class or discussions, excused or unexcused, will result in a less than
satisfactory grade.
 written in standard English, error free in sentence construction, grammar, punctuation,
and spelling.
 APA format
 unless prior permission has been given to the candidate, late work will not be accepted
and no credit will be given for that assignment.
 with prior permission late work is accepted and will receive a deduction of 20% in the
grade.
COURSE ASSIGNMENTS AND EVALUATION REQUIREMENTS
This is a dynamic and interactive class. The readings, discussions, and assignments will
focus on the exciting field of public health evaluation. This course enables the students to
participate in the following required learning experiences and assignments:
7. Classroom Attendance, Dialogue, Discussion and Discourse:
You will complete assigned readings in the text, view lectures, and participate in
discussions. Discussions are designed to give students an opportunity for sharing and
interacting with one another. Credit is given for attendance and attendance is required.
All classes are important and there is no way to “make up” the participation activities or
discussions. Two onsite meetings will be held. (20 points).
Class Meetings – Wednesdays – May 9 and June 27
8. Threaded Discussion:
You will complete assigned readings and participate in discussion boards. The
Discussion Board is designed to give you an opportunity for sharing and interacting
with one another. Your instructor has specific prompts listed to which you and your
Page 79 of 187
classmates respond. It is to your benefit to read each other’s prompts and respond to
many members of the class. You are required to post a response to the prompt by the
listed day of the designated week and respond to a minimum of two other students in
the class by the date indicated for that week. (Late postings will not be accepted). Your
posting should be approximately 250 words in length and clearly address the prompt.
This means it must be a thoughtful response within a paragraph format. Your
responses should observe the conventions of standard American English grammar
and syntax. You may wish to include specific quotes from readings to substantiate
your responses. Should you quote or paraphrase the text within your posting, be sure
to include citations using APA format. (45 points)
Discussion Board 1 - due week 3
9. PBL forms: (1-5, 9-10)
You will complete specific Problem-based Learning (PBL) forms as required in the
Internship Handbook. PBL forms 1-5 are due prior to beginning the internship and
PBL form 9 /10 at the close of the practicum experience. Credit is given for adequate,
on time submission. PBL forms 6, 7 & 8 are separate assignments. (45 points)
10. PBL form 6 - Individualized Student Learning Plan (ISLP): (CLO 1)
You will complete an Individualized Student Learning Plan (ISLP).The ISLP defines
the specific student learning outcomes expected during the PBL experience, a
description of planned student activities to achieve the learning outcomes, and a
description of evidence that will be assessed to determine outcome achievement.
Interns are responsible for writing the ISLP in conjunction with both the faculty
sponsor and preceptor. Must be completed before internship begins. (50 points)
11. PBL form 7 - Reflective Logs: (CLO 3)
Guided reflective logs are a way for you to document your ongoing practice experience
and assess your progress. You are required to complete bi-weekly (minimum 4)
reflective logs throughout the practice experience. In each report you should reflect on
what you are learning. You should submit the reports weekly, so that we have them to
refer to at the Midpoint Review. You will use all your reports to summarize your
experience in the final paper. (40 points +)
Your reflections should include:
 Progress on your practice experience: what has been achieved and why or why
not? Relate to previous reports, as appropriate.
 What activities you are doing or plan to do to achieve competence. If this is out of
your control, document the situation, i.e., why it is out of your control.
 What you are learning about the field of public health, about the agency;
 What new metacognitive understanding you have gained about yourself as a public
health practitioner that will guide your practice;
 What areas you feel you need assistance and/or need to focus to become more
proficient in their practice.
12. PBL form 8 - Summative Self Reflection: (CLO 2)
The summative self-reflection is an opportunity to describe and document your growth
as a professional during the PBL experience. These reflective essays should
Page 80 of 187
summarize your feelings and findings across the myriad of experiences you
encountered during the PBL placement. The essay should not be a list of facts and
figures, but thoughtful responses to the questions provided. (75 points)
Each essay should include an introduction, body, and conclusion.
Essay 1: Describe how your PBL experience has deepened your ability to
communicate and interact with other health professionals.
Essay 2: Reflect on how your competency as a health professional has developed
through the PBL experience.
Essay 3: Describe how the PBL experience changed your understanding of the health
profession. Provide examples of lessons learned.
Essay 4: Reflect on problems you encountered in the workplace where solutions
involved critical analysis and application of professional literature to arrive at a
solution.
Essay 5: Reflect on each of the learning outcomes listed in your ISLP. Have you
achieved the learning outcome? Describe how specific PBL experiences facilitated
your achievement of the learning outcome.
Essay 6: Based on your self-assessed level of professional competency, develop a
five-year professional development plan that will advance your competencies as a
health leader.
13. Volunteer Experience: You will be required to volunteer for a community event or
advocacy event with an agency or organization. Event and agency is choice of
student. A one page summary will be submitted. (30 points)
Grading Factors
Students in the Internship Experience receive a grade of Satisfactory or Unsatisfactory.
To receive a Satisfactory grade, you must
1. complete all required forms and work,
2. earn a score of 80% or better overall on all work (see points below)
3. receive a satisfactory evaluation (minimum average score of 3 ) on the Preceptor Final
Evaluation (PBL 9)
4. receive a satisfactory evaluation (minimum average score of 3 ) on the Internship
Coordinator Final Evaluation ( PBL 10)
Grades are based on points accumulated from all assignments, collaborative group activities,
discussions and written assignments.
1. Classroom Attendance 2x
20
2. Required & recommended readings & Threaded Discussions - 3X
45
3. PBL 1-5 completed before internship begins
25
4. PBL 6 - ISLP
50
5. Reflective log -PBL 7-weekly submission
40+
6. Volunteer activity
30
7. PBL 9/10 completed in file (score of 3 or better)
20
8. PBL8-Summative Self Reflection
75
TOTAL
315
Page 81 of 187
National University
Syllabus
COH 692 – Public Health Capstone
July/August 2012
Prerequisites:
Professor:
COH 691
(858) 309-3474
3678 Aero Court, Room 102A
gpiane@nu.edu
Textbooks:
American Psychological Association (2001). Publication manual of the American
Course Description:
Two-month capstone project focused on a relevant problem in public health theory or
practice. Planning and completion of either a data-based research project or a scholarly and
creative activity related to public health. Student project may require Institutional Review
Board (IRB) approval. Course is eligible for In Progress (IP) grade.
Course Goals:
Research, plan, implement and evaluate an original research project or a scholarly activity
that addresses the relevant problem related to public health. The research project may be
associated with the student’s employment in a public helth setting.
Learning Outcomes:
Upon satisfactory completion of the course, students will be able to:
1. Identify a relevant problem related to the theory or practice of public health;
2. Conduct a review of the literature related to a problem in public health and summarize
that review in writing;
3. Formulate a valid solution to a problem in public health, either in the form of a testable
hypothesis or in the form of a scholarly activity.
4. Examples of a scholarly activity would be a written document such as a book or
manual; web-based solution such as a related web-site; or other resources that advance
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the discipline and profession of public health;
5. Collect empirical data applicable to an empirical hypothesis or gather resources
necessary to support scholarly activity in public health;
6. Complete either a data-based research study or other scholarly activity;
7. Perform a professional quality oral presentation describing the outcomes of either a
research study or scholarly activity; and
8. Complete a professional quality written report describing the outcome of either a
research study or scholarly activity.
Written project proposal
Students may choose to write an individual capstone project (this is highly recommended for
those who wish to pursue a doctorate degree) or a group project that makes a significant
impact on the health of a community.
GENERAL GUIDELINES ON WRITING ASSIGNMENTS: (CLO 8)
[1]
The Publication Manual of the American Psychological Association is the required
style guide for all written work.
[2]
A final report is due for completion of this class:
[a] Chapter #1: Introduction (CLO 1)
[b] Chapter #2: Literature Review (at least 25 sources) (CLO 2)
[c] Chapter #3: Methodology and Data Sources (CLO 5)
[d] Chapter #4: Findings, Results or Analysis (CLOs 3,6)
[e] Chapter #5: Discussion and Conclusions (CLOs 3,6)
[3]
The written assignment should be word processed, be double-spaced and have one
inch on top, bottom, left, and right margins. All assignments must be free of spelling,
grammatical and typographic errors before they are submitted.
[a] It should have section headings, where appropriate, printed in bold.
[b] It should have page numbers on each page except the first page. The page
numbers should be in the lower right corner.
[c] The assignments should be printed in a 12 character per inch font.
[d] There should be double spacing between paragraphs and after a heading.
[e] Each written assignment should conform exactly to the page structure and format
requested.
[f] Papers must be delivered by e-mail unless other arrangements have been made.
[g] A signature page will be required for the final version. The signature page should
be the first page.
[h] A table of contents is required.
[i] All chapters must begin on a new page.
[4]
References, when used in any assignments, should be listed on the last pages.
[5]
Preliminary drafts should be submitted beforehand to allow ample time for critique by
the instructor. Project reports are typically at least 50 pages long, not including
appendices. A final original copy of your completed project will be kept in the
Community Health Department office.
[6]
The purpose of this course is to develop the ability/habit of critical thinking and
reasoning while learning and this can be best accomplished in a setting of phased
learning. The written assignments and the feedback students receive from the
instructor are designed to advance the cause of critical thinking and writing. This
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[7]
[8]
[9]
means students are expected to revise written assignments based on instructor’s
comments.
Student papers in this course presume both research, and original and individual
thought. Any source the student uses in the composition of the assignments/papers
must be cited fully and accurately. The University Code of Honesty describes
plagiarism as “giving the impression that you have written or thought something that in
fact you borrowed from someone else.” Any failure (whether accidental and/or
intentional) to follow the standards of scholarly accuracy constitutes dishonesty and
will result in a mark of ‘F’ for this course.
Papers will be returned for revision in a reasonable time period (approximately 1
week).
Students should revise the original paper and discuss it with the instructor to make
sure changes are accurate.
TIMELINE:
Date
7/15/2012
Assignment
WRITING ASSIGNMENT #1: Introduction
7/21/2012
WRITING ASSIGNMENT #2: Literature Review (at least 25
references)
WRITING ASSIGNMENT #3: Methodology
8/3/2012
8/10/2012
8/17/2012
8/20/2012
8/27/2012
-IRB proposal if conducting research with human subjects
-IRB letter from project advisor
WRITING ASSIGNMENT #4: Results
WRITIN ASSIGNMENT #5: Discussion and Conclusion
THE FINAL REPORT
-submission to project advisor (Dr. Piane)
-provide response to feedback
Oral presentation of project outcome (CLO 7)
Students who complete the thesis by these dates and receive positive feedback from all three
readers will receive a grade for the semester. All other students will receive the grade “IP” inprogress.
Bibliography:
California Health Interview Survey
http://www.chis.ucla.edu/
World Health Organization: Data and Statistics http://www.who.int/research/en/
National Health and Nutrition Examination Survey
http://www.cdc.gov/nchs/nhanes.htm
YRBSS: Youth Risk Behavior Surveillance System
http://www.cdc.gov/HealthyYouth/yrbs/index.htm
Page 84 of 187
National University
COH 601 Global Public Health
Course Outline
Kearney Mesa Learning Center
April 2012
Class Meetings:
TuTh 5:30PM-10:00PM Kearny Mesa Learning Center 04/10/2012 - 05/05/2012
Sa 8:30AM-12:30PM Kearny Mesa Learning Center Staff 05/05/2012 - 05/05/2012
David O. Adesanya MD, MPH
e-mail address: dadesanya@nu.edu
Office:
National University
3678 Aero Court
Room #111
9514541310
Office Hours:
Tuesdays and Thursdays 4-5 PM
Textbooks:
Merson, Michael, H.; Black, Robert, E; and Millis, Anne, J. (2006). International Public
Health: Diseases, Programs, Systems, and Policies. Jones and Barlett Publishers, Sudbury,
MA.
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Course description:
Analysis of global public health with emphasis on defining and evaluating preventive efforts to
affect the quantitative, biological, economic, social, political, and behavioral determinants of
health. Investigation of burden of disease, social justice and equitable health care. Emphasis
on reproductive health, population dynamics, complex humanitarian emergencies,
globalization and global cooperation.
Learning Outcomes:
1.
Analyze the available descriptive epidemiological approaches used by
international public health agencies in measuring the disease burden;
2.
Synthesize the cultural, social, behavioral, biological, environmental, economic,
and organizational factors affecting global health;
3.
Develop recommendations for comprehensive preventive efforts that strive for
social justice and equitable health care;
4.
Critically evaluate the effectiveness and the ethical considerations involved with
the provisions of aid to developing nations and identify the issues related to
dependency, self help and social sustainability;
5.
Evaluate the historic and contemporary role of international health agencies and
their contributions to improving world health;
6.
Compare and contrast the U.S. Health Care System with those of other nations,
and analyze managed care, universal health plans, public and private health care
delivery.
Program Mission:
teaching, research and community service.
Describe the distribution and determinants of disease, disabilities
and death in human populations
community.
Analyze the planning, organization, administration and policies of
health care organizations.
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INTRODUCED
INTRODUCED
INTRODUCED
DEVELOPED
Apply the concepts and methods of social justice and social and
behavioral sciences relevant to the identification and solution of
public health problems.
INTRODUCED
gpiane@nu.edu
(858) 309-3474
Tentative schedule:
DATE
TOPIC
1
Introduction
and History
READING
ASSIGNMENT
Chapter 1 and
2
WRITTEN
ASSIGNMENT
PRESENTATION
Chapter 3 and
4
1
Nerissa
Blanca
Measures of
Health and
Disease in
Populations
2
Culture,
Behavior and
Health
Reproductive
Health
3
Population and
Aging
Chapter 5 and
6
Alfonso
Sarah
Infectious
Diseases
4
Mental health
Chapter 9
2
Chapter 8 & 10
Midterm Exam
Nutrition
5
Chronic
Diseases and
Risks
Environmental
Health
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Angela
Lei
6
Humanitarian
Emergencies
Complex
Emergencies
Chapter 11
7
Design of
Health
Systems
Chapter 12-15
8
Global
Cooperation in
International
Public Health
Globalization
and Health
9
Chapters 16 18
3
Russhel
Michael
Kim
Diana
4
Reem
5
Final Exam
A.
Measures of Health and Disease in Populations
a. Reasons and Approaches for Measuring Health and Disease
b. Composite Summary Measures of Population Health
c. Burden of Risk Factors
B.
Culture, Behavior and Health
a. Basic Concepts from Medical Anthropology
b. Cultural Views of Health , Illness and Healers
c. Theories of Health Behavior and Behavior Change
d. Some Common Features of Successful Health Communication and Health
Promotion Programs
e. Methodologies for Understanding Culture and Behavior
C.
Reproductive Health
a. Demographic Trends and Fertility Determinants
b. Family Planning Programs
c. Impact of Reproductive Patterns on the Health of children
d. Impact of Reproductive Patterns on the Health of Women
D.
Infectious Disease
a. Control of Infectious Diseases
b. Childhood Vaccine-Preventable Diseases: the Expanded Program on
Immunizations
c. Enteric Infections and Acute Respiratory Infections
d. Bacterial Meningitis
e. Mycobacterial Infections
f. Sexually Transmitted Infections and AIDS
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E.
F.
G.
H.
I.
J.
g. Viral Hepatitis
h. Malaria and other Arthropod-Borne-Diseases
i. Helminthiases
j. Zoonoses
k. Viral Hemorrhagic Fevers
l. Infectious Causes of Blindness
m. Emergences of New Infectious Disease Threats
Nutrition
a. Food Security
b. Population Spectrum of Nutritional Status
c. Undernutrition
d. Micronutrient Deficiencies
e. Diet and Undernutrition
f. Malnutrition among Older Persons
g. The Nutrition Transition
Chronic Diseases and Risks
a. Epidemiologic Trends
b. Risk Factors
c. Economic Impacts and Health Inequalities
d. Policy Responses to the Growing Burden of Chronic Diseases
e. Preventing and Managing Chronic Diseases
f. The Role of National Governments
g. Acting Globally to Achieve Sustained National Benefits
Unintentional Injuries and Violence
a. The Global Burden of Injuries
b. Risk Factors for Unintentional Injuries and Violence
c. Interventions to Prevent Unintentional Injuries and Violence
d. Moving Forward the Injury Prevention Agenda
Mental Health
a. Historical Development of Public Mental Health
b. Concepts and Classifications
c. The Burden of Mental Disorders
d. Etiology
e. Interventions
f. Mental Illness Across the Life Span
g. Public Mental Health: Priorities for Developing Countries
Environmental Health
a. Definition and Scope of Environment
b. Scale and Distribution of Environmental Risks to Health
c. Environment: Encompassing Both Hazard and Habitat
d. Environmental Health Research, Risk Assessments, and Monitoring
e. Household Exposures
f. The Workplace Environment
g. Community-Level Exposures
h. Regional Exposures: Transboundary Problems
i. Global Environmental Change and Population Health
j. Pathways to the Future in an Unequal World
Complex Emergencies
a. Direct Public Health Impact of War
Page 89 of 187
K.
L.
M.
N.
O.
b. Indirect Public Health Impact of Civil Conflict
c. Specific Health Outcomes
d. Prevention and Mitigation of Complex Emergencies
e. Responses to Complex Emergencies
f. Role of International, National, and Nongovernmental Organizations
g. Rehabilitation, Repatriation and Recovery
h. Current Issues
The Design of Health Systems
a. Conceptual Maps of the Health System
b. Historical Development
c. The Role of the State
d. Regulation
e. Financing
f. Resource Allocation
g. Provision of Services
h. Performance of Different Types of Systems
i. Health System Reform
Management and Planning for Public Health
a. What is Management?
b. Health Management Context
c. Organizing
d. Planning
e. Management of Resources
f. Management Themes
Health and the Economy
a. Health and Economic Development
b. Health Systems and Economic Outcomes
Global Cooperation in International Public Health
a. The Policy Framework
b. Who Are the Actors in International Health?
c. Why do States Cooperate?
d. How do States Cooperate?
e. The Changing Role of International Cooperation: Vertical Representation to
Horizontal Participation
Globalization and Health
a. What is Globalization?
b. The Global Dimensions of Infectious Disease
c. The Globalization of Chronic Diseases
d. Impacts on Health Care Financing and Service Provision
Requirements:
Participation in discussions and class activities is essential. Written assignments must be
submitted on the due date unless special circumstances are discussed with the professor in
advance.
Page 90 of 187
Written Assignments:
1. Choose one nation each from the categories: high-income, middle income and lowincome. Identify at least five health indicators for each. Write an analysis of your data.
(2 pages) SIGNATURE ASSIGNMENT (CLO 1)
2. Choose a cultural group globally or within the United States. Research their health
disparities, behaviors and beliefs. (2 pages) SIGNATURE ASSIGNMENT (CLO 2)
3. Choose one of the following topics: maternal mortality, infant mortality or child
mortality. Identify the significant measures, disparities and contributing factors
worldwide or among groups in the United States. (2 pages) (CLO 3)
4. Compare the health care ‘system’ of the United States to the health care system of
another nation. (2 pages) (CLO 6)
5. Choose one prevalent chronic disease. Discuss the risk factors, distribution and at
least one program that has been implemented to prevent the condition. Furthermore
continue by answering “How can public health professionals best promote and
enhance the health of the planet?” (5 pages) (CLOs 3,4,5)
All written assignments must be in APA format double spaced, including in-text citations and
reference list, excluding title page and abstract.
Oral Assignment: (CLOs 2,3,4,5)
Prepare a 15 minute interactive presentation with an accompanying slide show. Choose one
of the following topics:
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
Poverty and Public Health: Kim
Population and Public Health
The status of women and public health: Diana
Complementary and Alternative Medicine: Nerissa
Smoking and Global Health: Lei
The Global Burden of Injury
The Global Burden of Violence: Reem
The Global Burden of Mental Disorders: Angela
Water and Public Health: Sarah
Land usage and Public Health: Michael
Global warming and Public Health
Public Health and War : Alfonso
Public Health and Natural Disasters: Blanca
Public Health and Preparedness for Terrorism: Russhell
Politics and Health Systems
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Exams: (CLOs 1-6)
The midterm covers chapters 1-6 and the final covers chapters 7-15. Exams consist of
multiple choice questions based on information in the textbook.
Grading:
Grades will be determined by percentages on each assignment using the following weighting
system:
Written Assignments
50% total
10% each
Presentation
15%
Midterm
15%
Final
15%
Attendance and Participation
5%
A
96-100
B+
87-89
C+
77-79
D+
67-69
A-
90-95
B
84-86
C
74-76
D
64-66
B-
80-83
C-
70-73
D-
60-63
Page 92 of 187
COH 603 Public Health Biology
June 2012
Instructor: Samantha Tweeten, PhD, MPH
stweeten@cox.net
Class Meetings: Monday/Wednesday 5:30PM - 10:00PM
(Final Saturday, June 30, 1-5pm)
Course description:
Biological foundations of public health issues including infectious and chronic diseases.
Reproduction and development of disease pathogens and transmission, immune responses
and constitution of the host. Anatomical, physiological and cellular foundations for
understanding chronic diseases. Focuses on methods for the control and prevention of
disease.
Textbooks: Battle, Constance U.. (2009). Essentials of Public Health Biology.
Jones and Bartlett ISBN#0-7637-4464-6
Course Learning Outcomes: Upon completion of this course the student will be able to:
1. Identify pathogen type, transmission, incubation, disease course, cure and/or
treatment of the 10 most prevalent infectious diseases worldwide.
2. Apply the epidemiologic model of disease transmission to common infectious and
chronic diseases.
3. Describe the natural course of the most common forms of cardiovascular diseases.
4. Describe the natural course of the most common types of diabetes mellitus.
5. Critically evaluate the current scientific literature regarding chronic non communicable
diseases and communicable diseases.
6. Produce and communicate research and scientific reports to colleagues and coworkers.
Program Lead Faculty/Department Chair:
Email: gpiane@nu.edu
Tel: (858) 309-3474
Page 93 of 187
Program Learning Outcome: Upon successful completion of this program, students will be
able to:
2. Describe the distribution and determinants of disease, disabilities and death in human
populations
organizations.
5. Apply the concepts and methods of social and behavioral sciences relevant to the
identification and solution of public health problems.
Course Requirements: Students are expected to complete all reading assignments prior to
attending class. Participation in discussions and class activities is essential. Written
assignments must be submitted on the due date unless special circumstances are discussed
with the professor in advance.
1.
2.
3.
4.
5.
6.
Class attendance
Class participation
Class Presentation
Paper assignment
Mid-term examination
Comprehensive final exam
5%
5%
10%
10%
30%
40%
Research Paper assignment: (CLOs 2,5,6)
Students are expected to submit five page maximum research papers on a disease using
references sources other than the references provided by the book. The disease in question
should be cleared with the instructor. The research paper should reflect the application of
knowledge and skill, and source credibility. The content encompasses the expression of
authenticity with validity and reliability. Scholarly sources are expected to be used and
appropriately cited. All papers must use the APA format guideline, use standard 12-point
Times New Roman font, with one inch margins.
Class presentation: (CLOs 2,3,4,6)
Each student will prepare a power point presentation for the assigned chapter/disease. The
presentation will take approximately 15-20 minutes with 5 minutes for questions and answers.
Midterm and final exams: (CLOs 1-6)
The exams will be made up of an in-class multiple choice, true/false, and short answer
questions.
Page 94 of 187
Course Outline ONLINE
June 2012
Class Meetings:
Tuesdays and Thursdays (Tentative) 5:30pm -10:00pm
Clara E. Omogbai, Dr.PH, MPH, MLS
comogbai@nu.edu
Office:
National University
3678 Aero Court
Office Hours:
by appointment
Textbooks
Constance Urciolo Battle (2009). Essentials of Public Health Biology: A Guide for the Study of
Pathophysiology (1st ed.). Jones and Bartlett Publishers, Burlington, MA.
Course Description:
This online course is designed to incorporate the biological and molecular context of public
health into public health practice. Apply biological principles to the development and
implementation of disease prevention, control or management of programs. Emphasis on
how to integrate general biological and molecular concepts into public health. Therefore, it is
necessary to discuss the role of immune system in population health and how behavior alters
biology.
Learning Outcomes:
1. Explain the biological and molecular basis of public health;
2. Identify the social, ethical and legal issues implied by public health biology;
Page 95 of 187
3. Apply the principles of biology to develop and implement programs for diseases
control, prevention and management;
4. Discuss the role of immune system on population health;
5. Critically evaluate how behavior alters human biology;
6. Integrate general biological and molecular concepts into public health;
7. Explain how biological, chemical and physical agents affect human health;
8. Discuss the role of biology in the ecological model of population- based health;
Program Mission:
Upon successful completion of this program, students will be able to:
2. Describe the distribution and determinants of disease, disabilities and death in human
populations
organizations.
5. Apply the concepts and methods of social justice and social and behavioral sciences
gpiane@nu.edu
(858) 309-3474
Department Chair:
gpiane@nu.edu
(858) 309-3474
Course Outline & Content
A. Biological and molecular basis of public health
a. Integrate general molecular and biological principles into public health problems
such as infectious disease, susceptibility, drug resistance and assisted
reproduction.
b. Explain the relationship among health, nutrition and physical activities.
c. Discuss biological and molecular component of lifelong development.
d. Describe the biological and molecular characteristics of cancer, heart diseases,
stroke, aging and other chronic diseases.
B. Social, ethical and legal issues implied by public health biology
a. Discuss issues raised by current reproductive technologies.
Page 96 of 187
C.
D.
E.
F.
G.
H.
b. Identify the advantages and disadvantages of using individual information in the
design, implementation and evaluation of public health programs.
c. Discuss the biological underpinnings and public health issues of drug
interactions in different populations.
Biological principles in program development and implementation of disease
prevention, control or management of programs
a. Assess surveillance, outbreak investigation, benchmarking and infection control
program in health facilities.
b. Describe the ecological principles of diseases.
c. Discuss how diseases principles affect the likelihood of control.
Role of immune system on population health
a. Explain the function of the immune system.
b. Explain what a vaccine is and why some vaccines are effective for some
infectious diseases.
c. Describe the role, benefits and limitations of vaccines in assuring the health of
populations.
d. Explain the biological principles and vaccination strategies that allowed
smallpox eradication.
e. Explain the response of the immune system to pathogens and the manipulation
of immune response for vaccines.
How behavior alters human biology
a. Describe the influences of environment and human physiology on behavioral
health , including: genetics, substance use, family, culture and ethnicity.
b. Relate biological and genetics changes resulting from smoking.
c. Relate basic principles of cell biology, biochemistry and genetics to problems in
mental health e.g. addiction , depression & Alzheimer's.
d. Analyze the interaction of genetics, lifestyle and the environment in the health of
a population.
Integrating general biological and molecular concepts into public health
a. Discuss the multiple factors that influence infectious disease epidemics.
b. Discuss with examples how human interventions has changed ecosystem in
ways that affect human health.
c. Discuss the evolution of concepts about health and the cause of disease.
d. Integrate biological approaches to air, food and water safety.
How biological, chemical and physical agents affect human health
a. Describe the various ways by which chemicals can directly or in-directly affect
human health.
b. Discuss environmental factors affecting expression of determinants of
susceptibility to disease during development.
c. Discuss the effects of chemicals on the ecosystem, for example global warming
and the ozone layer.
Role of biology in the ecological model of population-based health
a. Discuss the biology of major determinants of national and global public health,
e.g. smoking, obesity, malnutrition.
b. Describe the most prevalent global disease in terms of patterns, etiology, risk
factors, clinical aspects and major issues in prevention and control.
c. Describe the most prevalent global disease in terms of patterns, etiology, risk
factors. Clinical aspects and major issues in prevention and control.
Page 97 of 187
Requirements:
advance.
Written Assignments: (CLOs 1-8)
All written assignments must be in APA format, including in-text citations and reference list,
excluding title page and abstract. They are submitted to turnitin.com.
Oral Presentation: (CLOs 1-8)
Each student will prepare a 20 minutes interactive power point presentation. The student will
lead the class in lecture and discussion, after which a question and answer session follows.
Student should come prepared. Dates and topics will be assigned on the first day of class.
Exams: (CLOs 1-8)
Final exam consist of multiple choice questions and short answer type questions. The exam
will be given in class on the day of the finals.
Grading:
system:
Attendance & Participation
10%
Written Assignments
40%
Oral Presentation
25%
Final Exam
25%
Page 98 of 187
National University
COH 605 Health Promotion
Course Outline
Class Meetings:
Mondays and Wednesdays 5:30 – 10:00PM
Office: National University
3678 Aero Court
Room #111
(858)309-3497/(5650)888-8725
Office Hours:
M/W: 1:00PM – 5:00PM or by appointment
Alba Lucia Diaz
Textbooks:
Required Textbook:
· McKenzie, J., Pinger, R., & Kotecki, J. (2007). An Introduction to Community Health (7th
Edition). Sudbury, MA: Jones and Bartlett Publishers.
· Healthy People 2020 Review http://www.healthypeople.gov - U.S. Department of Health and
Human Understanding and Improving Health. Washington, DC: U.S. Department of Health
and Human Services, Government Printing Office, 2000.
· Internet Access and e-mail Access
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E-College E-companion
· Readings as assigned
Recommended Textbooks: Attached list provided.
Course description:
· Exploration of health status and issues in various communities.
· Application of the national agenda for health promotion and disease prevention in the United
States.
· Emphasis on health disparities by socioeconomic status, ethnicity, gender, age, ability and
literacy.
Learning Outcomes:
1. Identify the goals, objectives and health determinants related to the focus areas of the
current Healthy People agenda for the nation.
2. Identify health disparities among communities in the United States by socioeconomic
status, ethnicity, gender, age and ability.
3. Evaluate literacy levels of health information.
4. Develop health education materials for a low literacy community.
5. Apply the Diffusion of Innovation theory to the acceptance of health information in
communities.
6. Synthesize community health promotion interventions tailored for particular cultural groups.
7. Evaluate community health promotion interventions in terms of cultural sensitivity and
appropriateness.
Program Mission:
Program Learning Outcomes: Master of Public Health
Describe the distribution and determinants of disease, disabilities and death in human
populations
organizations.
Apply the concepts and methods of social justice and social and behavioral sciences
INTRODUCED
INTRODUCED
INTRODUCED
DEVELOPED
INTRODUCED
Program Lead Faculty / Department Chair: GinaMarie Piane, DrPH gpiane@nu.edu (858)
309-3474
Page 100 of 187



demonstrate dispositions expected of students pursuing professional degrees
demonstrate professionalism by participating in all class sessions/discussions and
be honest in all coursework.
· attend all class sessions -an absence is assessed each time a student is not in attendance
during a regularly schedule class period, whether or not it is an excused absence.
acknowledge that in accordance with National University policy, more than three absences
from class or discussions, excused or unexcused, will result in a less than satisfactory grade.
and spelling.
 APA format
· all assignments are due at date indicated.
· unless prior permission has been given to the candidate, late work will not be accepted and
no credit will be given for that assignment.
· with prior permission late work is accepted and will receive a deduction of 20% in the grade
Grading Factors
1. Responses to Readings (CLOs 1-7)
2. Chronicle/Cultural Sharing/Reflection (CLO 2)
3. Individual Presentation (CLOs 6,7)
4. Analysis of Health Promotion Website (CLO 7)
6. Interview of Health Professional
7. Philosophy Paper/Project
10
10
15
10
15
15
9. Midterm Exam
10
10.Comprehensive Final Examination (CLOs 1-7)
15
TOTAL
100
Page 101 of 187
National University
School of Health & Human Services
Public Health program
Syllabus
COH 607 Public Health Program Development
Instructor:
David Adesanya, MD, MPH
Epidemiologist/Assistant Professor
3678 Aero Court
San Diego,CA 92123
dadesanya@nu.edu
Cell:951-454-1310
Textbooks:
Planning, Implementing, and Evaluating Health Promotion Programs: A Primer, 5th
Edition [Paperback]
Authors: James F. McKenzie Brad L. Neiger Rosemary Thackeray
ISBN-10: 0-3214-9511-X
ISBN-13: 978-0-321-49511-2
Course description:
Focuses on the development of community-wide interventions to promote health and prevent
diseases. This course is a systematic design by application of the principles of epidemiology,
health behavior and Evidenced- Based Public Health. COH 607 Includes Community-Based
Participatory Research (CBPR) and investigation of ethical issues in conducting community
based public health programs.
Learning Outcomes:
1.
2.
3.
Assess the health needs of a community.
Describe the 8 phases of the PRECEDE/PROCEED framework.
Apply the PRECEDE/PROCEED framework for a health issue in a community.
Page 102 of 187
4.
5.
6.
7.
8.
9.
Describe the 6 steps of Evidence-Based Public Health.
Apply the 6 steps of Evidence-Based Public Health to a health issue in a community.
Describe Community-Based Participatory Research.
Investigate the ethical issues involved in Community-Based Participatory Research.
Critically evaluate the evidence that supports intervention choices for a health issue.
Develop specific, measureable, attainable, realistic and time-framed process, impact
and outcome objectives for a community health project.
7. Class Participation/Group evaluation
8. Mid-term examination
9. Final Group presentation
10. Final Paper
11. Final exam
10%
20 %
10 %
40%
20%
Total
100%
Date
Monday April 4th,
5:30-10:00 PM
Topic
Models for Program
Planning In health
Promotion.
PRECEDE/PROCEED
Assignment
The Need for EBPH
&CBPR
Wednesday, April 6th,
5:30-10:00 PM
Monday April 11th
Assess Scientific
Evidence for Public
Health Action
Group Proposal Progress
papers
CBPR:
Understanding an
Applying Analytic Tools
5:30-10:00 PM
CBPR
Developing and Initial
Statement of the issue
papers
CBPR
MIDTERM EXAM
5:30-10:00 PM
Monday April 18th ,
Quantifying the Issue
5:30-10:00 PM
Page 103 of 187
5:30-10:00 PM
Searching the Scientific
Literature and Organized
Information
papers
CBPR:
Monday April 25th,
Developing an Prioritizing
Program Options
5:30-10:00 PM
5:30-10:00 PM
CBPR
Developing an Action
Plan and Implementing
Interventions
papers
CBPR:
Saturday, April 30th
Final Exam, Final Group
Proposal Paper & Final
Group Presentation
1:00-5:00pm
Group Proposal Progress papers: (CLOs 1-9) SIGNATURE ASSIGNMENT
Each week a Group Proposal Progress paper will be submitted via email to the instructor
no later than 5pm on the Friday of the same week. This progress paper will not be graded.
The progress paper is mainly for learning purposes. At the end of the month/course all the
papers will be complied together to complete the groups final proposal paper. This final paper
will then be graded. Students are expected to submit papers and assignments which reflect
your application of knowledge and skill, and source credibility. The content encompasses the
expression of authenticity with validity and reliability. Scholarly sources are expected to be
used and appropriately cited. All papers must use the APA format guidelines. Student
papers and assignments must be submitted using standard 12 point font Times
Roman left justified with one inch margins.
Final Group presentation: (CLOs 1-9)
On the last day before the finals, the group will have to present their work in front of the class
using power point presentation and any other tools that the group deems necessary.
Midterm and Final exam: (CLOs 1-9)
The midterm and final exam will consist of multiple choice type questions and short essay
type questions. The midterm and final exam will be given on the assigned dates with no
exceptions.
Page 104 of 187
National University
COURSE OUTLINE
COH 609 - Public Health Program Evaluation
June 2012
Class Meetings: June 4, 6, 11, 13, 18, 20, 25, 27 (5:30-10:00 PM), 30 (online exam)
Professor:
Carol Sipan, RN, MPH, PhD
Carol.Sipan@natuniv.edu
Contact information:
cell: 619-335-0263; office: 858-505-4770 x110
Office Hours:
M and F 10:00-12:00 and 3:00-5:00 by appointment
TEXTBOOKS:
Required Textbook:
 Harris, M. (2010). Evaluating public and community health programs. San Francisco,
CA: Jossey Bass. ISBN: 978-0-470-40087-6
 Internet Access and e-mail Access
 E-College Ecompanion
Required Evaluation Guides - available on ecollege
 MMWR. (1999). Framework for Program Evaluation in Public Health
http://www.cdc.gov/mmwr/preview/mmwrhtml/rr4811a1.htm
 CDC. (2005). Introduction to Program Evaluation for Public Health Programs
http://www.cdc.gov/eval/evalguide.pdf
 Kellogg Foundation. (2004). Evaluation Handbook
http://www.ojp.usdoj.gov/BJA/evaluation/links/WK-Kellogg-Foundation.pdf
 Kellogg Foundation. (2004). Logic Model Development Guide
http://www.uwsa.edu/edi/grants/Kellogg_Logic_Model.pdf
 OTHERS AS ASSIGNED
Recommended Textbooks
Psychological Association. Washington, DC: APA.
Page 105 of 187
COURSE DESCRIPTION:
Fundamentals of evaluation methods applied to public health interventions. Effective use of
measurement tools to evaluate achievement of program goals and objectives. Includes
analysis of validity and reliability of measurement instruments. Emphasis on reach,
effectiveness, acceptance, implementation, and maintenance of community programs.
Includes fundamentals of proposal development.
1. Define program evaluation components including pretests, posttests, comparative
designs, control groups, reliability, and validity.
2. Evaluate the internal and external validity of a measurement instrument.
3. Calculate the reliability of a measurement instrument.
4. Describe the components of the RE-AIM framework for public health program
evaluation.
5. Design evaluation measurement instruments for the components of RE-AIM.
6. Develop a proposal for a public health program in response to a request for proposals
or applications.
teaching, research, and community service.
PLO
1.
2.
3.
4.
5.
6.
7.
8.
Assess individual and community needs for health education.
Plan health education strategies, interventions, and programs.
Implement health education strategies, interventions, and programs.
Conduct evaluation related to health education.
Administer health education strategies and interventions.
Serve as a health education resource person.
Communicate and advocate for health and health education.
Apply appropriate research principles and techniques in health education.
gpiane@nu.edu
(858) 309-3474
Page 106 of 187
COH 609
Mastery
Mastery
Developed
Mastery
Developed
Developed
Developed
TENTATIVE SCHEDULE:
needs of the students in the class.
DATE
TOPIC
READING
ASSIGNMENT
WRITTEN
ASSIGNMENT
READING:
Harris - Chapters
1,2,3
MMR Framework pp
1-34
CDC Intro.to Program
Eval - Intro & Steps 1&
2
CDC Evaluation Guide
- Smart Goals p1-7
WRITING
ASSIGNMENT:
READING
Response/Activity
Step 1- Activity 1A & B
READING:
Harris - Chapter 5 & 6
Eval - Step 3
Kellogg Logic Model
Development GuideInnonet Logic Guide
CDC Logic Model
Development
WRITING
ASSIGNMENT:
READING Responses
LOGIC MODEL
READING:
Harris - Chapters 7 & 9
Eval - Step 4 & 5
WRITING ASSIGNMENT:
READING Responses
Step 3 - Activity 3A& B
READING:
Harris - Chapters 8
&10
Eval - Step 4 & 5
WRITING ASSIGNMENT:
READING Responses
Step 4 - Activity 4 A & B
Step 5 - Activity 5
Week 1

Monday
June 4
Wednesday
June 6






INTRODUCTION
S
 CHAPTERS 1, 2
 Overview
 Framework For
Program
Evaluation
 STEP 1STAKEHOLDER
S
 CASE STUDY
 ACTIVITIES
 SYLLABUS AND
EXPECTATIONS
PROCESS
Review STEP 1
Stakeholders
STEP 2 -DESCRIBE
PLANNING
OBJECTIVES
SMART GOALS
CASE STUDY
ACTIVITIES
LOGIC MODELS
Logic - Exer. 2A & 2B
Week 2

Monday
June 11
Wednesday
June 13





CHOOSING
DESIGNS
 STEP 3 FOCUS THE
DESIGN
The Question
 CASE STUDY
 ACTIVITIES
QUANTITATIVE
DATA
STEP 4- GATHER
EVIDENCE
STEP 5- JUSTIFY
CONCLUSIONS
CASE STUDY
ACTIVITIES
Page 107 of 187
ACTIVITIES/OTHER
ASSIGNMENTS
Due next class
session
Week 3
Monday
June 18





Wednesday
June 20





QUALITATIVE DATA
STEP 4- GATHER
EVIDENCE
STEP 5- JUSTIFY
CONCLUSIONS
CASE STUDY
ACTIVITIES
READING:
Harris - Chapters 11
Eval - Step 6
STEP 6 SHARE &
USE
Step 6 - Activity 6 A &
B
CASE STUDY
ACTIVITIES
STANDARDS OF
GOOD
EVALUATIONS
REAIM
READING:
Harris - Chapters 4
Kellogg Evaluation
HandbookREAIM
PRESENTATIONS
Share responses
PEER REVIEWS
MANAGING
EVALUATIONS
Financial
Ethical considerations
CASE STUDY
ACTIVITIES
READING:
Cultural Articles as
assigned
PHOTOVOICE
CULTURAL
COMPETENCY
CASE STUDY
ACTIVITIES
READING:
Review for final
WRITING
ASSIGNMENT:
READING Responses
Step 6 - Activity 6 A &
B
Presentations
Week 4
Monday
June 25




Wednesday
June 27




Saturday
June 25
WRITING
ASSIGNMENT:
EVAL PLAN
Photovoice Articles as
assigned
WRITING
ASSIGNMENT:
Submit Evaluation
Plan online in dropbox
Preparation for final
Final Exam
Final Examination
Online
by 6/26
Page 108 of 187
The readings, discussions, and assignments will focus on the exciting field of public health
evaluation. Students are expected to complete all reading assignments prior to attending
class. Participation in discussions and class activities is essential. Written assignments must
be submitted on the due date unless special circumstances are discussed with the professor
in advance.
absence.
absences from class or discussions, excused or unexcused, will result in a less than
satisfactory grade.
and spelling.
 APA format
 unless prior permission has been given to the candidate, late work will not be accepted
and no credit will be given for that assignment.
 with prior permission late work is accepted and will receive a deduction of 20% in the
grade
Assignments:
This course enables the students to participate in the following required learning experiences
and assignments:
14. Classroom Attendance, Dialogue, Discussion and Discourse: (CLOs 1-6)
You will complete assigned readings in the text and evaluation guides, view lectures
and participate in discussions. Credit is given for attendance and it is expected that
everyone attend class on time and actively participate in class activities and
discussions. It is expected that the assigned readings will be completed prior to the
scheduled class so you can engage in class discussions. Class will begin promptly at
the designated start time. Habitually arriving late or leaving early will result in an
absence. Students who miss class are responsible for all material presented in class
and are advised to consult with their fellow classmates to find out what was covered
during their absence. Up to 5 points, each class session may be earned for attendance
and participation (40 points).
15. Reading Response Exercises: You will be responding to various texts and
completing written exercises to apply understanding of evaluation concepts. The
assigned readings are outlined in the schedule and the activity sheets provided.
Page 109 of 187
Responses will be submitted each class session -5-10 points per response set. (35
points). (CLOs 1-6)
16. Logic Model: You will design a logic model and incorporate the model into the
Evaluation Plan. Development of the Logic Model (15 points).Signature Assignment
(CLO 1,6)
17. Evaluation Proposal: Design a program evaluation on a public health topic or on the
grant proposal developed in COH 607. Complete a detailed paper in APA format.
Process Outlines will be due during the development process. (60 points). Signature
Assignment (CLO 6)
18. Proposal Presentation: PowerPoint Presentation for the class on the Evaluation
Proposal will be shared. (30 points). Signature Assignment (CLO 6)
Exams: (CLOs 1-6)
Comprehensive Final Examination: Using knowledge and application complete a multiple
choice / essay exam.(50 points). Specific questions used as direct measures.
GRADING FACTORS
1. Classroom Attendance, Dialogue, Discussion and Discourse
2. Responses & Exercises
3. Logic Model
4. Evaluation Proposal
5. Proposal Presentation
6. Comprehensive Final Examination
TOTAL
Page 110 of 187
40
35
15
60
30
50
230
National University
COH 618 Health Promotion Strategies
Course Outline
July 2012
Class Meetings:
Mondays and Wednesdays 5:30 – 10:00PM
Professor :
Alba Lucia Diaz, Ed.D,
M.P.H
adiaz@nu.edu
Office:
National University Technology and Health Sciences Center
3678 Aero Court
Room #111
(858)309-3497/(5650)888-8725
Office Hours:
1:00PM – 5:00PM or by appointment
Textbooks:
Required Textbook:
Health Behavior and Health Education, Fourth Edition - Copyright © 2008 Wiley/Jossey-Bass
·
Chapter 13 Improving Health through Community Organization and Community
Building: Meredith Minkler, Nina Wallerstein, Nance Wilson.
·
Chapter 19 Social Marketing: J. Douglas Storey, Gary B. Saffitz, Jose G. Ramón
·
Chapter 20 Ecological Models of Health Behavior: James F. Sallis, Neville Owen, Edwin
B. Fisher
·
Handouts - Curriculum Development: Several models (Lesson planning).
Course description:
Investigation and evaluation of strategies implemented to promote health in communities.
Emphasis on community organization, coalition building, curriculum development,
communication theory and technology, social marketing, mass media and ecological models.
Page 111 of 187
Critical analysis of interventions that implement each strategy through systematic analysis of
public health literature.
Learning Outcomes:
1. Identify and differentiate among: Community Organization, Theories of Organizational
change, Communication Theory, Social Marketing and Ecological models.
2. Explain and apply the constructs of each model to contemporary health behaviors
3. Compare and contrast the utility of each model in explaining the influences on health
behaviors for communities
4. Explain behavioral determinants of health status
5. Describe various health promotion programs, their objectives and content.
6. Illustrate how health promotion programs are implemented in a variety of settings, such
as corporate, hospitals, schools and community
7. Differentiate between environment and behavioral strategies used to promote health
8. Evaluate the utility and efficacy of various strategies employed to promote one particular
health behavior change.
A) ECOLOGICAL MODELS.
Practice four core principles of ecological models of health behavior: (1) multiple levels of
influence on specific health behaviors; (2) interaction across these different levels that
influences behavioral changes; (3) emphasis on the reasons why ecological models should
be behavior-specific; and (4) application of multi-level interventions as the most effective
approach in changing behavior.
 Apply multiple ecological models for health behavior research,
 Review strengths and limitations of ecological models, along with the challenges of
applying them.
B) COMMUNITY ORGANIZATION AND COMMUNITY BUILDING
 Evaluate the models of community organization and community building for the
effective practice of health education framework.
 Demonstrate the relevance of one of the application of these models.
C) SOCIAL MARKETING
 Analyze social marketing approaches and determine how they can be applied within a
strategic health communication framework.
 Apply commonly used theories of health communication and health behavior for the
effective practice of social marketing.

Understand the uses of research in designing, monitoring, and evaluating social
marketing programs.
 Analyze social marketing interventions that illustrate how principles and processes can
come together to achieve behavioral and social change.
Program Mission:
health professionals that serve the global community by advancing health and social
justice. The NU MPH program employs collaborative administration where faculty, students,
Page 112 of 187
and public health professionals collaborate to disseminate public health scholarship through
human populations
organizations.
DEVELOPED
DEVELOPED
DEVELOPED
DEVELOPED
DEVELOPED
gpiane@nu.edu (858) 309-3474
Tentative schedule:
needs of the students in the class.
Date
Topic
Activities
In class discussion for the session
Session 1
5:30-10:00
SYLLABUS AND EXPECTATIONS
Theoretical Framework:
Popular Education
Principles of Adult Learning
Chapter 20:
Intro to Ecological Models of Health
Behavior
Lesson Planning
Icons (Kaplan Model)
EXIT TICKET
Section 2
5:30-10:00
Chronicle #1
.
Share responses – Chapter 20
Cont. Ecological Models of Health
Behavior
Assignments
READ:
·
Chapter 20
·
Handout: Principles of Adult Learning
·
Integrated Lesson Plan
·
Lesson Plan template
COMPLETE:
·
Submit topics for Research paper
·
Submit topics for Case Study
·
Submit topic for Oral Presentation
·
Submit topic and name of partner for
Special project.
·
Submit names for weekly Chronicles
·
Prepare Presentation # 1
READ:
·
Chapter 19
Page 113 of 187
Section 2
5:30-10:00
(cont.)
Presentation # 1
COMPLETE:
·
Reading Responses
·
Prepare draft #1 Special project
(Photovoice or Educ. Materials)
·
Chronicle #2
·
Start working on your research paper
·
Prepare presentation #2
EXIT TICKET
Section 3
5:30-10:00
Chronicle # 2
Share responses Chapter 19
Chapter 19:
Social Marketing
Present draft #1 for project: Photovoice
/ or Educational materials
Presentation #2
COMPLETE:
·
Reading Responses
·
Review project (draft #2)
·
Prepare presentation # 3
·
Chronicle # 3
·
Continue working on your research
paper
EXIT TICKET
Section 4
5:30-10:00
Section 5
5:30-10:00
Chronicle #3
Share responses Chapter 19
Cont. Social Marketing
Present draft #2 for project:
(Photovoice / or educational materials)
Presentation #3
EXIT TICKET
Chronicle #4
READ:
·
Chapter # 13
COMPLETE:
·
Final version Special Project
(Photovoice- educ. Materials)
Chronicle # 5
·
Prepare Presentation # 5
Submit Research paper
Presentation # 4
EXIT TICKET
Section 6
5:30-10:00
COMPLETE:
·
Reading Responses
·
Review project
·
Prepare presentation # 4
·
Chronicle # 4
·
Final version research paper
Chronicle # 5
Reading Responses Chapter 13
Chapter 13:
Community
Organization Community Building
Presentation # 5
COMPLETE:
·
Chronicle # 6
·
Prepare final project presentation
(Group 1).
EXIT TICKET
Section 7
5:30-10:00
Chronicle # 6
READ:
·
Overview Handouts/Chapters
Presentation #6
Presentation of projects (Group One)
COMPLETE:
·
Presentation of project (Group two)
EXIT TICKET
Page 114 of 187
Section 8
Final Examination
COMPLETE:
Presentation of project (Group two)
·
·
Reflective Journal
Prepare exhibition
Requirements
Students are expected to complete all reading assignments prior to attending
be submitted on the due date unless special circumstances are discussed with the professor
in advance. Failure to do so may result in the loss of points.
Attendance: It is expected that students
absence. acknowledge that in accordance with National University policy, more than
three absences from class or discussions, excused or unexcused, will result in a less
than satisfactory grade.
and spelling.
 APA format
Late Work: Guidelines for late work are as following
 all assignments are due at date indicated unless prior permission has been given to
the candidate, late work will not be accepted and no credit will be given for that
assignment. With prior permission late work is accepted and will receive a deduction
of 20% in the grade.
COURSE ASSIGNMENTS AND EVALUATION REQUIREMENTS:
Signature Assignment #1 - Case Study: Please refer to attached guidelines
* Refer to Rubrics for Case Study (CLO 2)
Signature Assignment #2 - Research Paper: Please refer to attached guidelines
* Refer to Rubrics for Research Paper (CLOs 1-8)
Signature Assignment #3 – Lesson Plan Presentation Please refer to attached guidelines
* Refer to Rubrics for Lesson Plan Presentations (CLO 6)
Signature Assignment # 4 - Group Projects: (CLOs 6,7,8)
As part of the experience of mastering the course content, regaining or strengthening one’s
voice and to increase group solidarity, all students are expected to work within a group to
generate a special project (A) or (B). The class will be divided in groups. Each group will
focus on one particular cultural group, while you may want to work with the culture to which
Page 115 of 187
you belong, think also of the opportunity to familiarize yourself with another cultural view of
the world.
* Refer to Rubrics for Group Projects
A. The task for project (A) is to develop a series of minimum 3 types of educational
materials for the topic of your choice.
Examples of educational materials: Brochures, flyers, poster, spot, photo-novela, cartoon,
short video, or any other social communication tool.
Examples of topics:
·
Increased fitness for obese children (Select specific ethnic group)
·
Stop Alcohol use among youth (Select specific ethnic group)
·
Stop Smoking among youth among (Select specific ethnic group)
·
Prevent Teenage sex (Select specific ethnic group)
·
Bicycle helmets (Select specific ethnic group)
·
Cancer screenings
·
Any other health behavior
Students who did the photovoice project can substitute work done for project A.
5.
5. Comprehensive Final Examination: (CLOs 1-8)
Using knowledge and application complete a multiple choice / essay exams.
The final exam will include a reflection session on what was learned in the readings
overall and in class and how that learning can be used to improve one’s practice. Students
are to utilize the template provided.
* Essentially all the requirements of this course should not be seen as separate tasks, but as
complementary.
Grading Factors
1. Attendance, Chronicle, Dialogue, Discussion and Discourse
10
2. Case Study
15
3. Research Paper
4. Presentation: Lesson Plan
20
15
5. Group Project
25
6. Comprehensive Final Examination
TOTAL
Page 116 of 187
15
100
National University
COH 612 Health Policy and Advocacy
Course Outline Center for Technology and Health Sciences
March 2012
Class Meetings: Tues, Thurs, March 6-29, 2012
Deborah Morton, PhD
deb.don@cox.net
Office Hours – by appointment
760 747 6634
Textbook:
Recommended
Beyrer, C., & Pizer, H. (2007). Public health and human rights: Evidence-based approaches.
Baltimore: Johns Hopkins University Press.
Required
Additional Readings posted on eCompanion
Rationale for course:
There is a critical need for well trained public health professionals interested in seeking
solutions to problems affecting the health and well-being of populations in the United States
and throughout the world. Through the development of their research, analysis, writing and
advocacy skills, public health professionals can have a profound impact on the policies,
regulations and laws governing health.
This course seeks to improve the capacity of MPH students to identify policy options that
promote and protect the health status of populations; strategies that improve access to health
and preventive services, particularly among the most vulnerable; methods that enhance the
effectiveness and efficiency of health care; and models for improving the financing,
organization and delivery of preventive and curative health services.
Course description:
Explores the roles health advocates assume and how individuals working in public health
settings might participate in advocacy strategies to affect policy. Focuses on frameworks for
conceptualizing and promoting the right to health as well as strategies to give consumers
more power in making decisions, defining issues, designing programs, and developing
policies.
Page 117 of 187
Learning Outcomes:
1. Describe the role of advocacy in public health.
2. Apply strategies and tools used by public health advocates.
3. Develop the analytical skills of a successful public health advocate.
4. Describe the mission and achievements of a public health advocacy group.
5. Describe the legislative steps involved in proposing new legislation at the federal level in
the United States and at the state level in California.
6. Critically evaluate the impact of existent public health laws.
7. Write a bill that will impact the health of a community.
8. Investigate the current legislative priorities of the American Public Health Association.
Program Mission:
health professionals that serve the global community by advancing health and social
justice. The NU MPH program employs collaborative administration where faculty, students,
and public health professionals collaborate to disseminate public health scholarship through
Describe the distribution and determinants of disease, disabilities and
death in human populations
community.
Analyze the planning, organization, administration and policies of
health care organizations.
MASTERY
Apply the concepts and methods of social justice and social and
MASTERY
behavioral sciences relevant to the identification and solution of public
health problems.
gpiane@nu.edu
(858) 309-3474
Department Chair:
gpiane@nu.edu
(858) 309-3474
Page 118 of 187
Tentative Course Schedule:
Date
Topic
Reading
Guest
Tues, Mar 6, 2012 The History of
Advocacy
Handout
assignments
Introduction
‘Advocacy’
worksheet
Margaret
Sanger and Paul
Farmer
Thur, March 8
2012
The Legislative
Process
Assignment Due
Required:
5:30-7:00
AJPH articles on Dr. Gina Piane
Motorcycles
Helmet Laws CDC (Jane Addams)
Public Health Law
Program : unit 1
Beyrer Part I:
Relationship
between rights
work and public
health practice
There oughta be a
law!’
worksheet
Class
participation:
Advocate
Present Readings
CDC Public
Health Law
Program : unit 2
Tuesday March
13, 2011
Tobacco Policy
and Legislation
Required:
AJPH article on
Smoke-free Bars
DVD: The Quarter
that Changed the
Recommended:
world
Smoke-free bars
legislation in
California
CDC Public Health
Law Program : unit
5
Page 119 of 187
Class
participation:
Advocacy
Organization
Present Readings
Thursday, March Health Care
15, 2012
Reform
DVD: Healthcare
Reform
Required:
Debate #1: Health
Care Reform
AJPH article on
Health Care
Reform
Present Readings
Recommended:
Saul Alinsky
Beyrer Part II:
New
methodologies
CDC Public
Health Law
Program : unit 7
Tuesday, March
20, 2012
Violence
Prevention
Required:
5:30-7:00 pm
AJPH article on
Gun possession
Azim Khamisa
www.tkf.org
DVD “A Force
More Powerful”
and discussion
Thursday, March Translating
22, 2012
Research into
Advocacy
Food Labeling
Debate #2: Gun
Regulations
Present Readings
Required:
CDC Public Health
Law Program : unit
8
Gay Marriage As AJPH article on
A Public Health
School Nutrition
Issue
Recommended:
Debate #3:
Restriction of nonutritious foods in
schools
Present Readings
Beyrer: Part III:
Current policy
approaches
Tuesday, March
27, 2012
Environmental
Protection
Required:CDC
Public Health Law
Program : unit 9
AJPH Article
Marijuana and
Mortality
Page 120 of 187
Debate #4:
Legalization of
Marijuana
Present Readings
Thursday, March Political Advocacy
29, 2012
Current APHA
legislative
priorities
Political Advocacy
Presentations
Requirements for
capstone projects
Present Readings
Saturday, March
31, 2012
1. Class attendance
2. Class participation/Readings
3. Structured discussions
4. Political Advocacy Activity
5. Political Activity Presentation
6. Debate
Political Advocacy
Activity due
5%
5%
10% (2@5% each)
30%
25%
25%
1. Class Attendance
Students are not allowed to be absent from class for more than 2 class sessions.
Attendance points are earned by arriving on-time and staying until the end of class.
2. Class Participation
Students are expected to arrive to class prepared: having read assigned reading and ready to
ask pertinent questions of the guest speakers.
3.
Structured Discussions (CLO 1,2)
1. During class, students will be assigned the name of a famous advocate. They are
to research the advocate and prepare to lead a discussion about the advocate’s
accomplishments. Each discussion should be no longer than 5 minutes. Students may
share one or two PowerPoint slides about the advocate.
a. Eunice Shriver
b. Clara Barton
c. Martin Luther King, Jr.
d. Nelson Mandela
e. Betty Ford
f. Mohammad Yunus
g. Alice Walker
h. Cesar Chavez
i.
Paulo Freire
j.
Al Gore
k. James Brady
l.
C. Everett Koop
m. Lillian Wald
Page 121 of 187
2. (CLO 4) During class, students will be assigned the name of an agency that
advocates for public health. They are to research the agency and prepare to lead a
discussion about the agency’s accomplishments. Each discussion should be no longer than
5 minutes. Students may share one or two PowerPoint slides about the agency.
a. Esperanca
b. One.org
c. APHA
d. California Center for Public Health Advocacy
e. Amnesty International
f. Bill and Melinda Gates Foundation
g. PICO
h. Sierra Club
i.
Greenpeace
j.
AARP
k. Black Panthers
l.
Robert Wood Johnson Foundation
m. TRUTH campaign
n. GLMA or BMA or HMA
4. Political Advocacy Activity SIGNATURE ASSIGNMENT (CLOs 5-8)
This is a small group activity (you will receive a group grade) that will explore your role as a
political advocate. In a small group of 1-2 you will conduct an assessment and evaluation of a
current state health initiative or legislation. Your group will assess and evaluate the
implications of your chosen political issue. The project must include all of the sections listed
below. Any material obtained in completing this project should be included in the appendix of
your joint paper. The project must be typed and based on APA 5th ed. Format. Include
documentation that the group sent to your political representative and to a community-based
forum. The analysis portion of this project (i.e. the part written by the students) should be
between 8-10 pages long (at least 2,000 words).
Components
1. Identify the representative you contacted and include – name, address, telephone
number, E-mail, party affiliation, district number.
2. Obtain a copy of summary of the health related bill.
3. Identify author of the bill, including party affiliation and district number.
4. Summarize the bill in your own words (i.e. main purpose for the legislation
including problem or issue is supposed to address; manner in which the legislation intends to
help address the issue).
5. Describe the history of the bill and the impetus behind it. You should be able to
obtain this by e- mailing the author of the bill.
6. Describe your view about the legislation including your rationale for choosing this
bill and for supporting it or opposing it.
7. Explain the public health significance (e.g. epidemiologic statistics about the
problem or issue the bill purports to address) social aspects (e.g. socioeconomic status,
educational level, gender, religion of individuals who may be impacted by the law, etc.),
political questions (e.g. political parties, Political Action Committees (PACs), support or
opposition of special interests groups, for example: some industries, etc.) ethical concerns
(e.g. issues of equity, justice, respect for privacy, autonomy), economic impact (e.g. fiscal
consequences, financial burden for individuals or businesses, etc.), and professional issues
(e.g. impact on health care providers or other professionals, views of healthcare groups such
Page 122 of 187
as The American Nurses Association, The American Medical Association, etc.) that may be
related to the proposed law.
8. Provide professional documentation for your arguments. Some of these issues
may tend to overlap. However, it is important that the paper will include relevant discussion
of all these factors.
9. Identify individuals and organizations that support or oppose the potential
legislation.
10. Research the position of each side and briefly describe the rationale for their
stand. Attach any written materials that may support your analysis.
11. Choose a political representative to contact from the district of one of the students
in your group. If the bill your group selected was introduced in the assembly, contact an
assemblyperson; on the other hand, if you are working on a piece of legislation being
considered in the senate, contact your local senator. Make sure you do not contact the
author of the bill you are writing about, as this would not make sense for the purpose of this
activity. Visit your representative’s office and explain your collective view about the issue (i.e.,
why your group supports or opposes the bill). You need to come to a consensus as a group
so your collective opinion appears coherent. Inquire if the representative has made a
decision as to how he/she will vote on this legislation. In your paper, summarize the
response to this effort.
12. Develop and send a follow-up letter to the selected representative. Attach a copy
of your letter, as well as any response you may receive.
13. The project report should be neat, follow APA format and include all the sections
with
documentation to support this project.
5. Political Activity Presentation (CLOs 5-8)
This is a group presentation based on the Political Advocacy Activity above. You will develop
a PowerPoint presentation to the class that follows the format below. (Total time not to
exceed 30 minutes)
·
Post a link to your bill (or post a copy of the actual bill)
·
One member of the group will summarize the most relevant aspects of the bill
(e.g., author, history of the bill (if available), author’s party affiliation, purpose, purported
impact on public health, possible economic impact, etc.) (~10 minutes)
·
Each group will present both the arguments for and against (i.e., the pros and
cons) the bill to the class. These arguments may be have been made by any person or
organization in favor or in opposition of the bill, but also may have been derived from your
group analysis of the proposed legislation. (~10 minutes)
·
Meaningful summary and conclusion of material presented.
·
You will “put” the bill up for a private “vote” to the class.
·
The group should develop a few evocative discussion questions to stimulate class
participation in a brief after-the presentation discussion.
Grading Criteria for Political Advocacy Activity Presentation
Evaluation Criteria
a.
a cohesive, meaningful introduction and conclusion
b.
quality and breadth of information
c.
relevance to class content
d.
professionalism of presentation
e.
creativity
Page 123 of 187
f.
quality of written outline (i.e., completion of information, organization, spelling,
and grammar)
g.
class discussion
h.
bibliography
i.
adherence to time frame
j.
Group members’ self-assessment
6. Debate (CLO 2,3,6)
Each student will be responsible for one group debate relating to an issue assigned. The
goal of the presentation will be to convince your peers of the validity of your point of
view. The presentation should be clear, concise, and logical. You must employ current data
and citations from experts to support your view. Each group debate will be followed by a
class discussion, which will be directed by the moderator. Current events should be
incorporated into the discussion. The class will vote for the most convincing argument. The
debate group will establish the debate question based on the topic of the assigned date and
present it to the class at the beginning of the debate and the class will be asked to vote on
their initial view of the question. The class will revote at the end of the debate. Each group
will be responsible for providing the class with an evaluation form. In order for each side to
be convincing, it is recommended that you use visual aides such as PowerPoint, overheads,
charts, and/or posters to present critical points and statistical and epidemiological data. The
grade for this assignment will be primarily a “group grade”. Therefore, it is important that you
collaborate fully with your group. However, the individual students may receive a lower or
higher grade based on their individual performance and the evaluation of the other members
of their group. The students in the group will evaluate each other confidentially. This
evaluation will be used to determine if all the members contributed fairly to the project. If
more than one student evaluates you significantly negatively, this may lower your grade. In
that case, I will talk to you individually and will give you an opportunity to offer your view of
the situation.
Time Frame and format
·
Brief overview presentation of the issue or question by the moderator (5 minutes)
·
Presentation of debate question to the class for initial vote (1-3 minutes)
·
Each side presents their argument (5 minutes each)
·
Rebuttal (pro and con) response to oppositions argument (5 minutes each)
·
Class discussion (class must be prepared to support their own stand on the issue
under discussion) – this segment is orchestrated by the moderator (10 minutes)
·
Summary of the debate by the moderator (5 minutes)
·
Final class vote on debate question (1-3 minutes)
·
Total time should not exceed 45 minutes
Grading Criteria for Debaters
·
Concise, logical, and clear presentation of argument (10 points)
·
Knowledgeable and thorough argument utilizing documentation and statistical
data to support view (20 points)
·
Creative, stimulating, and provocative presentation (20 points)
·
Rebuttal responsive to opponents’ presentation (20 points)
·
Maintained time frame (10 points)
·
Peer vote (evaluation form) (05 points)
·
Bibliography and references (05 points
Page 124 of 187
Grading Criteria for Moderator
·
Concise, logical and clear presentation of question (10 points))
·
Knowledgeable and thorough presentation about both sides using documentation
and statistical data (20 points)
·
Creative, stimulating and provocative questions to panel and class (20 points)
·
(Moderator must ask thought provoking questions to the panel and the class)
·
Kept debate discussion on topic (15 points)
·
Unbiased management and presentation of debate issue (10 points)
·
Clear and representative summary of debate (5 points)
·
Maintained time frame (10 points)
·
Peer evaluation (05 points)
·
Bibliography and references (05 points)
Debate #1: Health Care Reform
Debate #2: Gun Regulations
Debate #3: Restriction of non-nutritious foods in schools
Debate #4: Legalization of Marijuana
Page 125 of 187
National University
COH 613 Public Health Informatics
Course Outline
April 5-30, 2011
Tuesdays and Thursdays 5:30-10:00 pm
Saturday 1:00 – 5:00 pm
Kearney Mesa Learning Center
Course: COH 613 Public Health Informatics
Professor: Tyler Smith, PhD
Textbook:
Ross DA, Hinman AR, Saarias K, Foege W, O’Carroll PW, Yasnof WA, Ward ME, Ripp LH &
Martin EL: (2003). Public Health Informatics and Information Systems. Springer Publishers,
ISBN: 978-0-387-95474-5.
Course description:
Application of information systems and technology to public health practice and research.
Information technologies that support and improve the status of individual and community
health. Development, deployment and maintenance of these systems. Effective use of data,
information and knowledge tools to build manage, merge, retrieve and analyze public health
data.
Rationale for course:
This course covers all aspects of public health informatics and discusses the creation and
management of an information technology infrastructure that is essential in linking state and
local organizations in their efforts to gather data for the surveillance and prevention. Public
health officials will have to understand basic principles of information resource management
in order to make the appropriate technology choices that will guide the future of their
organizations. As the major topic at the American Medical Informatics Association's (AMIA)
spring congress in 2001, public health has moved into the spotlight, given the importance of
implementing a population-based health approach and to addressing chronic health
conditions.
Page 126 of 187
Learning Outcomes:
1. Discuss informatics as used in Public Health.
2. Describe the historical roots of today’s information technology systems.
3. Demonstrate the various tools used for information technology.
4. Coordinate those tools into systems.
5. Investigate solutions in information technology by using web and other research
tools.
6. Analyze current healthcare information systems.
7. Define information technology terminology.
8. Evaluate the systems development life cycle.
1. Complete weekly reading assignments (CLOs 1-8)
2. Complete weekly homework assignments (CLOs 1-8) 40%
3. Secondary analysis (CLOs 3-6)
50%
4. Class attendance and participation
(CLOs 1-8)
10%
Tentative Course Schedule:
Date
Tuesday April
5, 2011
5:30-10:00 pm
Topic
Introduction to
Public Health Informatics
History and Significance of
Information Systems and
Public Health
Better Value Through
Informatics: Managing
Information to Deliver Value
The Governmental and
Legislative context of
Informatics
Reading
Chapters 1-4
Assignment Due
Review Questions at
the ends of chapters
assigned
Thursday April
7, 2011
5:30-10:00 pm
Information Architecture
Core competencies in
Assessing Value of
Information Systems
Managing IT Personnel and
Projects
and Organizational Change
Privacy, confidentiality, and
Security of Public Health
Information
Data Standards in Public
Health Informatics
Evaluation for Public Health
Informatics
Chapters 5-8
Review Questions at
assigned
Chapters 9-13
Review Questions at
assigned
Tuesday, April
12, 2011
5:30-10:00 pm
Page 127 of 187
Tuesday, April
12, 2011
5:30-10:00 pm
(cont.)
Thursday
April 14, 2011
5:30-10:00 pm
Tuesday, April
19, 2011
5:30-10:00 pm
Thursday
April 21, 2011
5:30-10:00 pm
Tuesday, April
26, 2011
5:30-10:00 pm
Ethics, Information
Technology, and Public
Health: Duties and
Challenges in
Computational
Epidemiology
The National vital Statistics
System
Morbidity Data
Risk Factor Information
Systems
Informatics and Toxicology
and Environmental Public
Health
Knowledge-Based
Information Systems
New Means of Data
Collection
New Means for Increasing
Data Accessibility
Geographic Information
Systems
Immunization Registries:
Critical Tools for sustaining
Success
Promoting the Delivery of
Preventive Medicine in
Primary Care
Policy Issues in Developing
Information Systems for
Public Health Surveillance
of Communicable Diseases
Networking/Connecting
People in a Sustainable
Way: Information Network
for Public Health Officials
The Community Health
Information Movement:
Where It’s Been, Where It’s
Going
Developing Missouri
Integrated Public Health
Information System
Using Information Systems
to Build Capacity: A Public
Health Improvement
Toolbox
Using Data to Meet a Policy
Chapters 1418
Review Questions at
assigned
Outline for
Secondary Analysis
Chapters 1924
Review Questions at
assigned
Chapters 2527
Review Questions at
assigned
First Draft of
Secondary Analysis
Chapters 2830
Page 128 of 187
Review Questions at
assigned
Tuesday, April
26, 2011
5:30-10:00 pm
(cont.)
Thursday
April 28, 2011
5:30-10:00 pm
Objective: Community
Health Assessment Practice
with CATCH Data
Warehouse
International Networking:
Chapters 31Addressing the Challenge of 34
emerging Infections
Case Study: An
Immunization Data
Collection System for
Primary Providers
Public Health Informatics in
the National Health and
Nutrition Examination
Survey
Epilogue: The future of
Saturday
April 30, 2011
8:30–12:30 am
Review Questions at
assigned
Final Secondary
Analysis Paper
Page 129 of 187
National University
COH 614 Psychosocial Epidemiology
Course Outline
Independent Study
October 2012
Class Meetings: by appointment
Office:
National University
3678 Aero Court
Room 102A
(858) 309-3474
Office Hours:
by appointment
Textbooks:
Merson, Michael, H.; Black, Robert, E; and Millis, Anne, J. (2006). International Public
Health: Diseases, Programs, Systems, and Policies. Jones and Barlett Publishers, Sudbury,
MA.
Course description:
This course is an overview of mental health and epidemiology. Its emphasis is on the study of
patterns of mental health disease in populations and the determinants of these mental health
disease patterns. Students will become familiar with the burden of mental health disorders,
and the use of epidemiology in investigating mental health disorders, planning services, and
designing prevention and health promotion programs.
Prerequisite: COH 606
Page 130 of 187
Learning Outcomes:
1. Understand basic epidemiological studies
2. Analyze the available descriptive epidemiological approaches used by mental health
agencies in measuring the disease burden
3. Evaluate the classic studies in the field of epidemiology of mental disorders
4. Apply methods used in epidemiologic study of mental illness
5. Critically evaluate the differences in studying mental disorders and other types of
illnesses
6. Be familiar with mental health disorders and their impact on individuals and society at
large
7. Understand the role of epidemiology in prevention of mental health disorders.
8. Apply the principles of epidemiology in planning mental health services and design
prevention programs for effective mental health promotion
Program Mission:
gpiane@nu.edu
(858) 309-3474
Department Chair:
gpiane@nu.edu
(858) 309-3474
Page 131 of 187
Tentative schedule:
WEEK
TOPIC
1
Definitions
Mental Health
Burden of
Mental Illness
2
Eliminate
Disparities
in Mental
Health
Genomics
and Mental
Health
READING ASSIGNMENT
WRITTEN
ASSIGNMENT
Merson, Mental Health Chapter
Create a
powerpoint
http://www.cdc.gov/nchs/fastats/mental.htm
presentation
designed for a
http://www.nimh.nih.gov/statistics/index.shtml
university
audience
http://www.cdc.gov/mentalhealth/
investigating the
topic: Major
Mental Health
Disorders in the
United States.
http://www.cdc.gov/omhd/amh/factsheets/mental Using data from
.htm
NIMH, write a five
page summary of
http://www.nimh.nih.gov/index.shtml
age and gender
disparities of the
http://www.cdc.gov/genomics/resources/disease major mental
s/mental.htm
disorders in the
United States.
3
The
Epidemiology
of Violence
http://www.cdc.gov/violenceprevention/suicide/st
atistics/leading_causes.html
4
The Role of
Public Health
in Mental
Health
Promotion
http://ps.psychiatryonline.org/cgi/content/full/60/
11/1532
http://www.cdc.gov/mmwr/preview/mmwrhtml/m
m5434a1.htm
Achieving
Recognition
That Mental
Health is Part
of the Mission
of CDC
Page 132 of 187
Using the data
from CDC, write a
five page
summary of the
epidemiology of
violence in the
United States.
Using at least 10
sources of
professional
references, write
a 5 page paper
describing the
need for
Community-level
Mental Health
interventions in
San Diego
Grading:
VII. GRADING PROTOCOL
Assignment #1: PowerPoint presentation
(CLOs 1-6)
Assignment #2: Mental Health Disparities (CLOs 2-7)
Assignment #3: Epidemiology of Violence (CLOs 7-8)
Assignment #4: Mental Health Needs Assessment of San Diego (CLO 5-8)
Page 133 of 187
30%
20%
20%
30%
National University
COH 616 Mental Health Program Planning
Course Outline
October 2012
Class Meetings:
Independent Study
GinaMarie Piane MPH, DrPH, CHES
gpiane@nu.edu
National University
3678 Aero Court
Room # 102A
(858) 309-3474/(858) 334-8414
Office:
Office Hours:
Tuesdays and Thursdays 10-4 or by appointment
Course Description:
Analysis of the evidence-based programs designed to prevent mental illness. Investigation of
applications of evidence-based public health in planning and evaluating programs to prevent
mental disorders. Analysis of existent programs, databases and professional literature.
Design of mental health services and evaluation of the effectiveness of proposed mental
health programs.
Prerequisite: COH 614
Learning Outcomes:
1. Compare Evidence-Based Medicine and Evidence-Based Public Health
2. Interpret recommendations that are compiled in the evidence-based public health
websites, databases and professional journals
Page 134 of 187
3. Apply the 6 stages of Evidence-Based Public Health to existent programs designed to
prevent mental disorders
4. Critically evaluate existent programs designed to prevent mental disorders
5. Propose a program to prevent a mental disorder in a community
6. Plan the evaluation of a program to prevent a mental disorder in a community
Program Mission:
gpiane@nu.edu
(858) 309-3474
Mental Health Program Learning Outcomes
Assess the social, political, and environmental
context of mental health in relation to public health
practice.
DEVELOPED
Plan mental health interventions and programs.
DEVELOPED
Plan the implementation of mental health
programs.
DEVELOPED
Conduct evaluations related to mental health.
INTRODUCED
Relate fundamental principles of epidemiology to
mental and substance abuse disorders.
DEVELOPED
Apply appropriate research principles and
techniques to mental health
Advocate for mental health in communities.
PRIMARY TEXT
James F. Mckenzie, Brad L. Neiger, Jan L. Smeltze. (2005). Planning, implementing, &
evaluating health promotion programs. 4th ed. New York: Pearson Benjamin Cummings
SUPPLEMENTARY READING MATERIALS
Liane Reif-Lehrer (2005). Grant Application Writers handbook 4th ed. Massachusetts: Jones
and Bartlett publishers
Michael H. Merson, Robert E. Black, and Anne J. Mills (2006). International public Health,
disease programs, systems and policies, second edition , Massachusetts: Jones and Bartlett
publishers
Page 135 of 187
Naomi Modeste, Patti Herring (2008). Blue print for program planning- lecture notes and
slides: Loma Linda University SPH.
Norton J. Kiritz. (2004). Program planning & proposal writing expanded version retrieved at
www.tgci.com
Tentative schedule:
WEEK
1
TOPIC
PRECEDEPROCEED
framework
Grant
proposal
Writing
READING ASSIGNMENT
PRECEDE-PROCEED PowerPoint
Grant Writing PowerPoint
James F. Mckenzie, Brad L. Neiger, Jan L.
Smeltzer. Planning Implementing & Evaluating
health promotion programs (PIEP) CHT 2
ASSIGNMENT
Apply the
PRECEDEPROCEED
framework to plan
a mental health
related
intervention.
PIEP CHT 6
http://www.americanheart.org
Norton J. Kiritz (2004). Program planning &
proposal writing. LA: www.tgci.com
2
3
EvidenceBased Public
Health
Mental Health
Interventions
http://grants.nih.gov/grants/developing_budget.htm
EBPH PowerPoint
http://ebph.ihrp.uic.edu/
PIEP CHT 4
http://ctb.ku.edu/
“The Interrupters” Frontline
Watch February 14th, view the movie premiere on
Frontline [
http://www.pbs.org/wgbh/pages/frontline/interrupter
s/ ].
CeaseFire uses a public health-based approach to
preventing violence. Read more about public health
contributions to preventing violence in the newly
released "Fact Sheet: Public Health Contributions
to Preventing Violence."
[
http://www.preventioninstitute.org/component/jlibrar
y/article/id-321/127.html
] This UNITY [
http://www.preventioninstitute.org/unity ] fact sheet
highlights how public health adds value to any effort
to address violence
and complements criminal justice approaches
describing how public
health's unique perspective and areas of expertise
can strengthen local initiatives.
Page 136 of 187
Apply the six steps
of EBPH to plan a
mental health
intervention.
Apply one health
behavior theory to
the CeaseFire
program. Write a
2 page description
of the CeaseFire
program.
Fact Sheet: Public Health Contributions to
Preventing Violence
Looking to prevent violence and not just react after
the fact? This UNITY
fact sheet highlights how public health adds value
to any effort to
address violence and complements criminal justice
approaches. Read now. [
http://preventioninstitute.org/component/jlibrary/artic
le/id-321/127.html
] See Calendar [
http://www.preventioninstitute.org/press/calendar/ca
lendar.html ] Visit
the Forum [
http://www.preventioninstitute.org/about-us/lp.html ]
Stay Connected [ ./ ]
[ ./ ]
[ http://www.huffingtonpost.com/larry ] [
http://www.facebook.com/pages/PreventionInstitute/129291200455039 ] [
http://www.youtube.com/preventioninstitute ] [
http://www.twitter.com/preventioninst ]
[ ./ ]
4
Evaluation of
Mental Health
Interventions
Visit our website: www.preventioninstitute.org [
http://preventioninstitute.org ]
Prevention Institute
221 Oak Street
Oakland, CA 94607
t 510-444-7738 | email:
prevent@preventioninstitute.org [
mailto:prevent@preventioninstitute.org ]
Program Evaluation PowerPoint
PIEP CHT 11
http://www.marketingpower.com
PIEP CHT 12
http://www.cdc.gov/communication/cdcynergy.htm
PIEP CHT 13
http://www.cdc.gov/eval
Page 137 of 187
Evaluate an
existing mental
health intervention.
Locate a peerreviewed journal
article that
describes a mental
health intervention
in a community.
Describe how the
program was
evaluated or how
you would create
an evaluation plan.
Grading:
Assignment #1: PRECEDE-PROCEED (CLO 2,5)
35%
Assignment #2: EBPH (CLOs 1,2,3
35%
Assignment #3:CeaseFire (CLO 4)
15%
Assignment #4: Evaluation (CLO 5,6)
15%
Page 138 of 187
National University
Standard Course Syllabus
This is the standardized syllabus for the following course whenever and wherever taught.
More detailed Course Outlines are provided by instructors of individual classes.
Course Number and Title: COH 617 PH Aspects of Violence
Date: Apr 10, 2012
by: Gina Piane
Course Prerequisite(s):
COH 604
Prerequisite
Course Description:
Intimate partner violence, child neglect and abuse, assault,
homicide, war and terrorism are explored from a public health perspective. Focus on risk
factor reduction and prevention of deaths, disability and human suffering.
Learning Outcomes:
Upon satisfactory completion of the course, students will be able
to:
1. Differentiate among primary, secondary and tertiary prevention of violence
2. Critique behavioral and environmental risk factors for violence
3. Generate various approaches to violence prevention and control
4. Hypothesize theoretical frameworks for violence prevention programs
5. Create violence prevention programs by applying Public Health strategies
Specified Program Learning Outcomes: 1.
Community Health - Specialization in Mental
Health






Relate fundamental principles of epidemiology to mental and substance abuse
disorders.
Apply appropriate research principles and techniques to mental health.
Assess the social, political, and environmental context of mental health in
relation to public health practice.
Textbook:
1. Prowtrow-Stith, D & Weissman, S (1991). Deadly consequences:How
violence is destroying our teenage population and a plan to begin solving the problem New
York: Harper Collins.
Page 139 of 187
2. Prowtrow-Stith, D., Spivak, H (2004). Murder is no accident: Understanding and Preventing
youth violence in America Jossey Bass.
3. Prowtrow-Stith, D., Spivak, H (2005). Sugar and spice and no longer nice Jossey Bass.
Course Goals:
For students to apply health promotion and disease prevention strategies
to prevention and control of violence in its many forms.
National University
Page 140 of 187
Course Number and Title: COH 619 PH Aspects of Human Sexuality
Date: Feb 27, 2012
by: Gina Piane
PrerequisiteCOH 604
Course Description:
Exploration of biological, psychological, behavioral and social
aspects of health sexuality throughout the lifespan. Community level interventions to promote
healthy sexuality.
Learning Outcomes:
to:
1. Analyze behavioral, psychological and social factors that enhance or diminish healthy
sexuality
2. Critique behavioral and environmental risk factors for unplanned pregnancies,sexually
transmissible infections, sexual abuse and assault
3. Hypothesize theoretical frameworks for interventions to promote healthy sexuality
4. Generate various approaches to promotion of healthy sexuality throughout the lifespan
5. Create community interventions that promote healthy sexuality by applying Public Health
Strategies
Specified Program Learning Outcomes:
Community Health - Specialization in Mental
Health
•
•
Assess the social, political, and environmental context of mental health in relation to
public health practice.
•
Textbook:
1. Hock, R (2012). Human Sexuality (3 ed.). Prentice Hall.
Students are expected to attend all class sessions, actively participate in class activities and
discussions, complete examinations as scheduled, and to turn in all assignments on time.
Students are also expected to read all assigned material prior to the class session in which
the material is presented and be prepared to contribute to discussion and dialogue.
Course Goals:
Students will create community level interventions that promote healthy
sexuality across the lifespan.
Page 141 of 187
National University
Course Number and Title: COH 621 PH aspects of drug addiction
Date: Feb 9, 2012
by: Gina Piane
Prerequisite COH 604
Course Description:
Substance use disorders examined from the public health
perspective. Prevention and treatment of substance use disorders to reduce deaths, disability
and human suffering in communities.
Learning Outcomes:
to:
1. Differentiate among primary, secondary and tertiary prevention of substance use disorders
2. Critique behavioral and environmental risk factors for substance use disorders
3. Generate various approaches to prevention and treatment of substance use disorders
4. Hypothesize theorectical frameworks for prevention of substance use disorders
5. Create substance abuse disorder prevention programs by applying Public Health
strategies
Specified Program Learning Outcomes: Community Health - Specialization in Mental Health
•
Relate fundamental principles of epidemiology to mental and substance abuse
disorders.
•
•
•
Assess the social, political, and environmental context of mental health in relation to
public health practice.
•
•
Course Goals:
Students will apply the public health approach to creating community
programs to prevent substance use disorders
Page 142 of 187
National University
Course Outline
HCA 610: Health Policy
April 2012
Class Meetings:
Week 1: July 5; July 7; Week 2: July 12; July 14; Week 3: July 19; July 21; Week 4:
July 26; July 28; July 30 (1:00 – 5:00PM)
Professor (or
Instructor):
Office:
Christian Holland, JD, MPH
cholland@natuniv.edu
National University
3678 Aero Court
Office Hours: Tuesday and Thursdays or by appointment
Textbooks:
Longest, B.B. (2010). Health policymaking in the United States. (5th Edition) Upper
Saddle River, NJ: Prentice Hall.
Course description:
Focuses on the development of public policy concerning medical care and public health
and the relationship between public decisions and the market place. Using
contemporary policy issues as case studies, examines the role science, ideology,
culture and history play in influencing the structure of and changes to a nation’s health
system.
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1. Analyze the context of a health policy issue from a variety of perspectives.
2. Evaluate the roles and interests of stakeholders in a given health policy issue.
3. Categorize tools used for health policy as they are applied to specific health policy
issues.
4. Critique the importance of science, values and social responsibility in choosing a course
of health policy action.
5. Delineate evaluation measures of success or failure for health policy applications.
6. Demonstrate health policy analytical skills in a practice setting
Program Mission:
1. Solve complex problems in a healthcare environment by employing
analytical skills;
2. Establish strategic priorities of a healthcare organization in line with
the needs and values of the community it serves;
3. Conduct financial analysis, explain financial and accounting
4. Apply healthcare management concepts for healthcare organizations;
5. Utilize administrative and clinical information technology and
decision-support tools in process and performance improvement;
6. Incorporate the principles of quality management for proving
7. Synthesize best practices in healthcare leadership;
8. Evaluate the ethical, legal, and regulatory requirements of the
Page 144 of 187
INTRODUCED
DEVELOPED
INTRODUCED
DEVELOPED
INTRODUCED
INTRODUCED
DEVELOPED
INTRODUCED
Class Schedule:
Date:
Assignment Due:
Chapter To Be Read
for Next Session:
Topics:
 Course Overview
Session #1 –
Chapter 1:
 The Principles of
Editorial Writing
Health and Health
Policy
 Developing
Competence in
Healthcare Policy
Session #2 –
Session #3 –
Healthcare Policy
Editorial #1 and #2
RAT #1 – Chapters 1
and 2
Chapter 2: The
Context and Process
of Health
Policymaking
Session #5 –
Healthcare Policy
Editorial #5 and #6
and 4

Health and Health
Policy

Writing An
Editorial
Response

Process of Health
Policymaking
Chapter 3; Policy
Formulation: Agenda
Setting
Healthcare Policy
Editorial #3 and #4
Session #4
 Writing a White
Paper
Chapter 4: Policy
Formation:
Development of
Legislation
Chapter 5: Policy
Implementation:
Rulemaking
 Policy Formation:
Agenda Setting
 Guest Speaker:
 Policy Formation:
Legislation
 Guest Speaker:
Healthcare Policy
Editorial #7 and #8
Session #6 –
Healthcare Policy
Editorial #9 and #10
Chapter 6: Policy
Implementation:
Operation
Written Newspaper
Editorial
Page 145 of 187
 Policy
Implementation:
Rulemaking
 Editorial
Response
Session #7 –
and 6
Chapter 7: Policy
Modification
 Guest Speakers:
Healthcare Policy
Editorial
#11 and #12
Session #8 –
Healthcare Policy
Editorial
#13 and #14
Session #9 –
Healthcare Policy
White Paper and
Class Presentation
 Policy
Implementation:
Operations
Appendixes 1 and 9:
Overview of Medicare
 Policy Modification:
Medicare
 Final Presentations
Requirements:
Participation in discussions and class activities are essential. Written assignments must be
advance.
Assignments:
In keeping with the course objectives, the following assignments with their possible points are
required:
Weekly, four (4) multiple-choice questions reviewing assigned readings in preparation for
Readings Assessment Tests (RAT) (Possible 12 points/4 points per week)
1. Completion of weekly 20 question RATs (Possible 30 points/10 points per RAT) (CLOs 1-6)
2. A facilitated 15-minute class discussion of a recently published healthcare policy editorial
(10 points) (CLO 1)
3. A written newspaper editorial of a healthcare policy of your choice (Possible 10 points)
(CLO 1-4)
4. A written editorial response of peers’ newspaper editorials . (Possible 5 points ) (CLO 2,4)
5. An oral presentation of the final white paper (Possible 5 points) (CLOs 5,6)
6. A final written white paper (Possible 20 points) (CLOs 5,6)
7. Class participation (Possible 5 points) (CLOs 1-6)
Class Participation:Each student should have read the assigned material prior to the start of
each class, and prepared to answer questions on the material and engage in meaningful
discussion about the material.
Page 146 of 187
National University
HCA 620 Health Organization Management
Course Outline
June 2012
Class Meetings: Mon/Wed 5:30 – 10PM
Jun 4, 6, 11, 13, 18, 20, 25, 27 (5:30 PM – 10:00 PM) & 30 (8:30 AM – 12:30 PM)
Office:
Kevin LaChapelle
(619) 778-8433 (Text messages preferred)
Kevin.LaChapelle@natuniv.edu
Kevin@powermentor.org
National University
3678 Aero Court
Room 121
Phone (619-778-8433)
Office Hours: 30 minutes before class each session
Textbook: Burns, L; Bradley, E.; Weiner (2012) Health Care Management- Organization,
Design and behavior. Sixth Edition. Delmar Cengage Learning.; NY.
Course description:
This course provides students with an understanding of the systems and processes Healthcare
Organizations must implement in order to meet local needs as well as the requirements of
governmental agencies. There will be discussions on the management practices which lead to
high performing healthcare systems such as the adoption of evidence based medicine,
measuring performance and assessment, continuous improvement processes and the basis of
service excellence. There is an in-depth analysis of managerial functions, relationship, and
Page 147 of 187
operations for service delivery. Focus is on appreciation of external influences including
community, financial institutions, socioeconomic environment, and regulatory
agencies. Content includes examination of professional roles, responsibilities, and
accountability in health care environments. Understanding of organizational mission, goals,
objectives and priorities are critical.
Learning Outcomes:
Upon successful completion of this course, the student will be able to:
1. Apply general management concepts to a healthcare organization.
2. Explain organizational theories and their application to healthcare organizations.
3. Analyze managerial functions and relationships for service delivery.
4. Evaluate external environment influencing healthcare organizations.
5. Assess roles, responsibilities, and accountability of healthcare managers and
organizations.
6. Explain the influence of organizational mission, goals, priorities, and objectives on
service delivery.
7. Appraise the influence of regulatory agencies and financial institutions on the
organization and activities of healthcare organizations.
8. Apply business principles, including systems thinking to the healthcare environment.
Program Mission: Master of Healthcare Administration
The Graduate Program in Healthcare Administration at National University prepares healthcare
administration professionals, in a learning-centered environment, to assume entry and midlevel career positions in health services organizations to help meet the dynamic health needs
of our diverse, global community through creative, adaptable and socially responsible
endeavors
Program Learning Outcomes: Master of Healthcare Administration
Solve complex problems in a healthcare environment by employing analytical
skills;
Establish strategic priorities of a healthcare organization in line with the needs
and values of the community it serves;
Conduct financial analysis, explain financial and accounting information, and
make long-term investment decisions for a healthcare organization;
Utilize administrative and clinical information technology and decision-support
tools in process and performance improvement;
industry.
Karen Garmen, Ed.D, MAPP
kgarman@nu.edu
(858) 309-3490
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DEVELOP
DEVELOP
DEVELOP
Department Chair:
gpiane@nu.edu
(858) 309-3474
Tentative schedule:
Date
(1) Mon Jun 4
Activity and Readings
Assign Due
Ch 1: Management challenge
Ch 15: Globalization and Health
(2) Wed Jun 6
(3) Mon Jun 11
Ch 2 Leadership and
Management
Team Chapter 2
Ch 3: Organization Design
Team Chapter 3
Ch 4: Motivating People
Team Chapter 4
Critical Issues
(4) Wed Jun 13
Ch 5: Teams and Team Effectiveness
Team Chapter 5
Ch 6: Communication
Team Chapter 6
Manager Interview
Critical Issues
(5) Mon Jun 18
Ch 7: Power
Team Chapter 7
Ch 8: Complexity, Learning and Innovation
Team Chapter 8
Critical Issues
(6) Wed Jun 20
Ch 9: Improving Quality in Healthcare
Ch 12: Health Policy and Regulation
Team Chapter 9
Team Chapter 12
Journal Article
Critical Issues
(7) Mon Jun 25
Ch 10: Strategic Thinking
Team Chapter 10
Ch 11: Managing Strategic Alliances
Team Chapter 11
Critical Issues
(8) Wed Jun 27
Ch 13¨Health Information Systems
Ch 14: Consumerism and Ethics
Team Chapter 13
Team Chapter 14
Critical Issues
Page 149 of 187
(9) Sat Jun 30
Summary and Final Exam
Final Exam
(8:30 – 12:30)
Description of Course Requirements:
Students are expected to complete all reading assignments prior to attending
be submitted on the due date unless special circumstances are discussed with the professor in
advance.
Manager Interview; (20 points) (CLOs 1,2,5) (Due Wed Jun 13) The purpose of this activity
is to understand and integrate the materials we discuss in class with the application of being a
manager in a “real world” health care environment. Students are asked to identify a person in
a significant role as a manager and interview them about the skills they find necessary for
achieving success in health care management. It is advised that students prepare their own
interview guide prior to meeting with the identified manager. The interview guide can be a mix
of closed-ended and open-ended questions. Students need to write the interview in a
comparative format- comparing what the book says versus the way the manager says it really
is. A summary and reflective discussion should also be included in the final document
submitted to the instructor. Write-up should be 5-10 pages.
Grading: 5 points for interview guide, 5 points for grammar and organization and 10 points for
write-up
Critical Issue: (20 points) (CLOs 2,4,6,7,8) (write-up and presentation due when
assigned) Students will prepare one critical issue paper and prepare for class
presentation. The critical issue should coincide with class discussion topics. Critical issues
are located at the beginning of each chapter. We will sign up for issues and presentations the
first evening of the class. The critical issues discussion should be approximately 4
pages. Page one is an introduction of the issue, Page two is the research and data supporting
the issue, Page 3 should present the pros and cons and all sides around the issue and page 4
should make recommendations for potential action by the impacted interests as well as include
references. There will be at least 3 presentations each class session. The Saturday 10
December will have a few more to accommodate class size. Sign-ups at first class session.
Grading: 5 points for organization, outline, editing 5 points for content, discussion and
analysis 5 points for presentation skills
Journal Article Review (15 points) (CLOs 4,7 (Due Wed Jun 20) Students will select a
journal article based on the topic for class review. Students should select a journal article
from a peer-reviewed healthcare related journal. Send the web link to the other students in
class so they have time to review the paper prior to class or make 10 copies for students to
share in class. Students should explain why they selected the article, the significance of the
article, what the signature research piece is underlying the article, the research inquiry and
how it might apply to what we are studying in class, any criticisms on the methodology or
research approach and questions to engage the class in discussing the article.
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Grading: 5 points for demonstrating subject matter and quality of article to class discussion 5
points for article review- depth analysis 5 points for leading class discussion
Case Analysis\Debates\In Practice: (10 points) (CLOs 3,4,5,6) (Due when chapter is
scheduled) Each Chapter contains a case at the end of the chapter and several debates or inpractice activities throughout the chapter. Small teams of students will be formed to facilitate
all the activities for a particular chapter beginning with
Ch 2 – 14. Teams do need to prepare a short summary (2-5 pages for the case) Please note:
No teams larger than 2-3 persons. All team members will receive the same grade for
a: facilitation skills b: preparedness c) level of critical thinking d: quality of write-up for case.
Team signups will be at the first class session.
Final Exam: (25 Points) (CLOs 1-8) The final exam will be a series of short answers and
short cases similar to those discussed in class. The exam will take place in class on Saturday
17 December.
Participation and Contribution: (10 points) Students are expected to show up and
participate in class at a graduate level of thinking and input. This involves physically being in
class, mentally being alert, psychologically being aware, and spiritually recognizing how your
values and energy play a role in setting a safe, supportive and dynamic learning environment.
Assignments and Due Date:
(20) Manager Interview – Wednesday June 13
(15) Journal Article – Wednesday June 20
(20) Critical Issue – As Assigned
(10) Team: Chapter Case\In-practice\Debate– As Assigned
(25) Final Exam – Saturday June 30
(10) Class Participation- Continuous
Page 151 of 187
National University
HCA 622: Quality Appraisal and Evaluation
August 2012
I.
Course Description
Theoretical and practical frameworks to facilitate the continuous improvement of quality
in healthcare organizations. Includes evaluation and risk management methods.
Introduces multiple approaches, including outcome measurement and case
management. Team development, analytical statistics, and process knowledge are
central themes.
II.
Class Schedule
A. Tuesdays and Thursdays, 2/7/2012 - 3/01/2012, 5:30 p.m. to 10:00 p.m.
B. Saturday, 3/03/2011, 8:30 a.m. to 12:30 p.m.
III.
Texts
A. Required
1. Healthcare Quality Book, Elizabeth Ransom, National Academy Press
(2nd ed. 2008).
2. Why Hospitals Should Fly - The Ultimate Flight Plan to Patient Safety
and Quality Care, John Nance, Second River Healthcare Press (2008).
B. Recommended
1. To Err is Human, Linda Kohn (Institute of Medicine), Health
Administration Press (2000). (see http://iom.edu/Reports/1999/To-Err-isHuman-Building-A-Safer-Health-System.aspx for an online version)
IV.
Instructor
Christian Holland, JD, MPH
Work phone – (760) 804-7050
E-mail – Christian.Holland@natuniv.edu or holland.christian@yahoo.com
V.
Attendance
A. Students are to attend all class periods of a course.
B. If the student has more than two (2) absences they may withdraw from the course.
C. An absence is assessed each time a student does not attend a regularly scheduled
class, whether or not it is an excused absence.
D. Students who have more than three (3) absences and who are still enrolled as of
midnight (PST) of the twenty-first (21st) day of the session will be issued a letter
grade of "F" or "U" as appropriate for the grading criteria.
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E. Tardiness and early departures from classes accrue and have the potential to
cumulatively affect absences.
VI. Course Objectives
1. Discuss the importance and challenges of quality management and process
improvement in health care organizations.
2. Identify organizations responsible for accreditation and basic requirements of those
organizations.
3. Critically apply process management tools in a healthcare setting to provide potential
solutions to a problem or improve a process.
4. Understand patient safety and medical errors and risk and quality management
processes that can be introduced into a healthcare organization to control and minimize
associated patient injuries.
5. Critically apply data, measurement and scorecards in a healthcare setting to improve
quality.
VII. Grading
A. Weights
1. Class Participation – 10%
2. Paper – 30%
3. Midterm – 20%
4. Final – 40%
VIII. Fine Print
A. Class Participation (CLOs 1-5)
1. Each student should have read the assigned material prior to the start of each class,
and prepared to answer questions on the material and engage in meaningful
discussion about the material.
2. Failure to attend all calls sessions, participate in all class activities, complete exams
as scheduled and turn in all assignments on time may result in loss of points and
adversely affect a student’s final grade.
3. Students who have more than three absences, excused or unexcused, will not be
given a satisfactory grade.
B. Paper (CLOs 1-5)
1. The paper assigned is a “position paper,” in which you are asked to choose and
support one position in regard to a current issue in healthcare quality management.
2. The paper should contain only substantive, relevant information and is to range in
length between 12 and 15 pages.
3. Grading will be based on the substantive aspects and clarity of the paper, and
whether the student has demonstrated the ability to write critically and analytically.
4. Plagiarism, the use of ideas or words of another without proper, full
acknowledgment, may result in a failing grade on the paper.
5. Citation must clearly specify for the reader what the written material is and where it
may be found using the APA citation method.
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6. Assignments (CLOs 1-5)
a. Annotated bibliography – 5 to 7 properly cited resources with a 1 to 3 sentence
description of each resource is due Thursday, February 16 and accounts for 10%
of paper’s grade.
b. Paper outline – A detailed outline of paper is due Thursday, February 23 and
accounts for 10% of the paper’s grade.
c. Final Paper – The final paper is due Thursday, March 1 and accounts for 80% of
the paper grade.
C. Midterm (CLOs 1-3)
1. Midterm exam will be given on Tuesday, February 21 and will account for 20% of
the student’s grade.
2. The exam will be short answer and cover material addressed through February 16.
D. Final (CLOs 1-5)
1. A final exam will be given on Saturday, March 3 and will account for 40% of the
student’s grade.
2. The exam will be a combination of essay, short answer and multiple-choice.
3. The exam will be comprehensive in nature, covering all material addressed in the
course.
4. The exam will have a three (3) hour time limit and will be “open book.”
IX.
Class Schedule (subject to change)
A. Tuesday, February 7
1. Topics – Introduction, Course Overview & Paper Topic Selection
2. Reading – Text, Chapters 1, 2 & 5
B. Thursday, February 9
1. Topics – Quality Improvement, Practice Variation and Risk Management
2. Reading – Text, Chapters 3 & 4
C. Tuesday, February 14
1. Topics – Data Analysis, Statistics, Measurement and Scorecards
2. Reading – Text, Chapters 6, 7, 9 & 10
D. Thursday, February 16
1. Annotated bibliography due
2. Topics – Implementing Quality
3. Reading – Text, Chapters 13, 14, 15 & 16
E. Tuesday, February 21
1. Midterm Exam
2. Topics – Patient Safety and Medical Errors
3. Reading – Why Hospitals Should Fly and Text, Chapter 11
F. Thursday, February 23
1. Paper outline due and one-on-one meetings to review
2. Topics – Patient Safety and Medical Errors
3. Reading – Why Hospitals Should Fly and To Err is Human
G. Tuesday, February 28
1. Topics – Accreditation and Insurer Programs
2. Reading – Text, Chapters 17, 18 & 19
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H. Thursday, March 1
1. Final paper due
2. Topics – Baldrige/CAPE Criteria & Course Summary
3. Review Material – Baldrige Healthcare Criteria found at:
http://www.baldrige.nist.gov/PDF_files/2006_HealthCare_Criteria.pdf
4. Guest Speaker
I. Saturday, March 3
1. Final Exam
Page 155 of 187
National University
HCA 626: Healthcare Information Systems
Course Outline
July 9, 2012 – August 4, 2012
Mondays and Wednesdays 5:30-10:00 pm
Saturday 8:30 – 12:30 pm 8/4/12 Only
07/9/2012
Monday
5:30PM
10:00PM
07/11/2012
Wednesday
5:30PM
10:00PM
07/16/2012
Monday
5:30PM
10:00PM
07/18/2012
Wednesday
5:30PM
10:00PM
07/23/2012
Monday
5:30PM
10:00PM
07/25/2012
Wednesday
5:30PM
10:00PM
07/30/2012
Monday
5:30PM
10:00PM
08/01/2012
Wednesday
5:30PM
10:00PM
08/04/2012
Saturday
8:30PM
12:30PM
Professor:
Kevin LaChapelle, MPA
Kevin.LaChapelle@natuniv.edu
Office:
National University
3678 Aero Court
30 Minutes before class
Office Hours:
By appointment
Page 156 of 187
Contact:
Email or text message at 619-778-8433
Textbook:
J.K.H. Tan with Fay Cobb Payton, Adaptive Health Management Information
Systems, 3rd Edition, 2010; Jones & Barlett.
For the correct edition of the textbook assigned to a specific class section, go to:
http://www.nutextdirect.com
Course description:
This course focuses on effective data and information technology utilization to improve
performance in healthcare organizations: including information systems, databases and
analytic tools to structure, analyze and present information; and legal and ethical issues
affecting management of healthcare information.
Learning Outcomes:
1. Describe the evolution of information technology and its uses in healthcare
management and delivery.
2. Analyze current and future trends in the application of information technology to the
3. Relate the use of data and enabling information technologies in strategic
management, financial management, clinical outcomes management and public
health/population management.
4. Evaluate the roles of information system applications common in healthcare
organization and integrated delivery systems: including administrative
systems/programs (e.g., financial; scheduling; on-line purchasing; productivity;
human resources); clinical systems/programs (e.g., electronic medical records;
medical decision support; diagnostic information systems); physician practice
management systems (e.g., billing; referral/authorization; claims processing;
electronic medical records; prescription writing; productivity; transcription); and
health informatics (e.g., coding; communication standards; data standards).
5. Conduct an information technology needs assessment of a healthcare organizational
unit.
6. Diagram the information systems lifecycle and the process and critical issues related
to identifying information and systems requirements and designing, developing,
testing, implementing and evaluating information systems in healthcare settings.
7. Conduct an analysis to justify the cost of new information technology systems,
including the calculation of return on investment for information technology projects
in health related organizations.
8. Demonstrate intermediate knowledge of application software; including
spreadsheets; e-mail; word processing; database management.
9. Analyze and synthesize the legal and ethical issues related to health information
management and the social responsibility of the use of information technology in
Page 157 of 187
healthcare management and clinical practice; including privacy, confidentiality and
security issues (e.g., HIPPAA; Medical Records).
10. Work as a teammate and leader in projects involving information technology
personnel.
Program Mission:
The Graduate Program in Healthcare Administration at National University prepares healthcare
administration professionals, in a learning-centered environment, to assume entry and midlevel career positions in health services organizations to help meet the dynamic health needs
of our diverse, global community through creative, adaptable and socially responsible
endeavors.
analytical skills;
Establish strategic priorities of a healthcare organization in line with the DEVELOPED
information, and make long-term investment decisions for a healthcare
organization;
Utilize administrative and clinical information technology and decision- INTRODUCED,
support tools in process and performance improvement;
DEVELOPED
Incorporate the principles of quality management for proving outcomes
in healthcare organizations;
Program Lead Faculty and Chair:
gpiane@nu.edu
(858) 309-3474
Page 158 of 187
Tentative schedule:
Date
(1) Mon 9 Jul
5:30-10:00 pm
(2) Wed 11 Jul
5:30-10:00 pm
(3) Mon 16 Jul
5:30-10:00 pm
Topic
(1) Health Management
Information Systems: A
Managerial Perspective
Information Systems
Executives: Roles and
Responsibilities of Chief
Executive Officers and Chief
Information Officers in
Healthcare Services
Organizations
Reading
Chapters 1-2
Assignments Due
(3) Online Information
Seeking: Access and Digital
Equity Considerations
Information Systems
Enterprise Software: the New
Generation of HMIS
Administrative Applications
Chapters 3-4
HW1 Review
Questions CH 1-2
(5) Community Health
Information Networks: Building
Virtual communities and
Networking health Provider
Organizations
(6) Trending Toward PatientCentric Management Systems
Chapters 5-6
Discussion of chapter
review questions
HW2 Review
Questions CH 3-4
Case 1
review questions
Innovation
presentations
Case 1 class
discussion
Review for the midterm
(4) Wed 18 Jul
5:30-10:00 pm
Information System
Integration: Achieving systems
Interoperability with Web
Services
Strategic Information system
Planning/ Information
Requirements
Chapters 7-8
HW3 Review
Questions CH 5-6
Case 2
Page 159 of 187
review questions
Mid-term Exam
Case 2 class
discussion
(5) Mon 23 Jul
5:30-10:00 pm
(6) Wed 25 Jul
5:30-10:00 pm
(7) Mon 30 Jul
5:30-10:00 pm
(9) Systems Development:
Health Management
Information System Analysis
and Developmental
Methodologies
(10) Data Stewardship:
foundation for health
Management Information
System Design,
Implementation, and
Evaluation
Chapters 9-10
(11) Managing health
Management Information
System Projects: Systems
Implementation and
Information Technology
Services Management
Information System
Standards: Standards
Adoption in Healthcare
Information Technologies
Chapters 11-12
Information Systems
Governance, Policy, and
International Perspectives:
HMIS Globalization through EHealth
Information Systems
Innovation: Managing
Innovation Diffusion in
Healthcare Services
Organizations
Chapters 13-14
HW4 Review
Questions CH 7-8
Case 3
review questions
Innovation
presentations
Case 3 class
discussion
HW5 Review
Questions CH 9-10
Case 4
review questions
Case 4 class
discussion
HW6 Review
Questions CH 11-12
Case 5
review questions
Innovation
presentations
Case 5 class
discussion
(8) Wed 1 Jul
Final Papers Due
5:30-10:00 pm
Final Paper
Presentations #1
Final Paper
Presentations #2
(9) Sat 4 Aug
8:30-12:30 pm
Final Exam
P.
Laying the Foundation for HMIS Conceptualization
a. HMIS; Evolution, Components, Basic Functions, Cultures
b. Senior Executives in Healthcare Services Organizations
c. Health Information Seeking; Empowerment, Support, and Profiling
Page 160 of 187
Q.
R.
S.
T.
HMIS Technology and Applications
a. The New Generation of HMIS Administrative Applications; Customer Relationships
and Enterprise Resource Planning
b. Community Health Information Networks
c. HL7 Standard Health Data Exchange
d. Trending Towards Patient-Centric Management Systems
e. EHR (electronic Health Records), CPOE (Computerized Physician Order Entry),
CDSS (Clinical Decision Support Systems)
f. HMIS Integration, Achieving Systems Interoperability with Web Services
HMIS Planning and Management
a. Health Management Strategic Information System Planning (HMSISP)/ Information
Requirements
b. Health Management Information System Analysis and Developmental
Methodologies
c. Change Continuums in Technology, Processes, and People
d. Data Stewardship: Implications from Data Quality/Management/Security/Business
Intelligence
e. Managing Health Systems Projects; Implementation, Planning, and Management
HMIS Standards, Governance, Policy, Globalization, and Future
a. HMIS Standards; HIPAA, HL7, Web Standards
b. HMIS Globalization through E-Health; Tele-Care, Telemedicine, Tele-Health, and
E-Health
c. Managing Innovation Diffusion in Healthcare Services Organizations; General
Systems Theory, Complex Adaptive Systems, Handling Complexity
Five Major Cases Highlighting HMIS Practices and Implementing Lessons
a. Emergency Medical Transportation Resource Deployment
b. The Clinical Reminder System
c. Integrating EMRs and Disease Management at Dryden Family Medicine
d. Delivering Enterprise-wide Decision Support through E-Business Applications
e. Mapping the Road to the Fountain of Youth
Requirements:
We will use eCompanion for all submission of materials and grading.
advance.
Note: as general National University guidance, all students should plan to spend 2-3 hours
outside of class for each hour spent in class. This equates to 8-12 hours per class session
spent outside of class.
Page 161 of 187
Class participation and attendance is essential for this class and each class meeting will
count towards the total of the final grade for this component (except for the first and final class
meeting).
Best Practice Informatics Case Study; SIGNATURE ASSIGNMENT: (CLOs 1-10)
Students in HCA 626: Health Information Systems are required to complete a group (2-3
students) paper and presentation of a best practice case study where administrative and
clinical information technology and decision-support tools are applied to improve processes
and performance of a health care delivery organization while maintaining social responsibility.
Deliverables include (1) in your own words, an eight-page (title page, abstract, and references
included) typed/double spaced paper concisely describing a comprehensive overview of the
topic presented (20%) and (2) a 20 minute classroom presentation followed by 5 minutes of
question and answers (15%).
All written assignments must be in APA format, including in-text citations and reference list,
excluding title page and abstract. The paper will be due on the last day of class prior to the
final; presentations will be scheduled during the 4th week of class.
Grading rubric included at the bottom
Your case study will be focused on a real-world health management problem that
requires an innovative administrative and/or clinical information technology solution.
Preparing the case may seem frustrating due to many factors including partial
information or potentially overwhelming volumes of information. A case often has no
single “correct” answer and there may be many choices available that you will need to
coordinate into a single approach to your solution.
Your case study requires active participation from all team members and the discussion
in class will share your idea and objectives as well as what others may feel in class.
Exams:The mid-term exam will be comprised of multiple-choice questions and be given with a
one-hour time limit. Notes and text book will be allowed during the exam. (CLOs 1-5)
The final exam will be comprised of multiple-choice questions and be given with a 2-hour time
limit. Notes and text book will be allowed during the exam. (CLOs 1-10)
Homework: Homework is based on nightly reading should be submitted via eCompanion prior
to the beginning of the class when it is due. Credit is based on completion/non-completion.
(CLOs 1-10)
Innovation Forum: (CLO 4) Research and report on (3) “in the news” innovations in
healthcare. Present 3 slides and prepare an elevator speech that is 3 minutes or less. The
presentation must cover impact to the organization from operational, strategic, cultural,
and political points of change. (Groups of 2-3)Note: each team will present 3 reports in this
forum over 3 week that will take place Tuesday nights after the first class.
Page 162 of 187
Grading:
system:
1. Complete nightly reading and homework assignments
6%
2. Innovation Forum
12%
3. Mid-Term Examination
15%
25%
5. Final Paper and Presentation
35%
6. Class participation and attendance
7%
Page 163 of 187
National University
Master of Healthcare Administration Program
Course Outline
HCA 628 Healthcare Administration Human Resource Management
May 2012
Class Meetings:
Mondays and Wednesdays, 5:30-10:00 PM
Gwenmarie Hilleary, MHA
ghilleary@natuniv.edu
National University
3678 Aero Court
Office:
Office Hours:
by appointment
Course Description:
Study of healthcare organizations, training, motivation, and direction of employees while
maintaining high-level productivity and morale. Areas of study include selection, compensation,
financial incentives, work standards, regulatory agencies, and leadership principles in
healthcare organizations.
Textbook:
Fried, B.J. and Fottler, M.D., Editors. (2008) Human Resources in Healthcare. Managing for
Success. Third Edition. AUPHA Press.
Upon successful completion of this course, the student will be able to:
1. Describe deployment and management of human resources with the context of a
management framework in healthcare organizations. (Ch 1,2,3,15)
2. Assess the historical evolution of contemporary human resources management within
the healthcare industry. (Ch 2)
Page 164 of 187
3. Classify current trends and critical human resource management issues associated with
various categories of healthcare professionals in healthcare organizations. (Ch 4,5, 18)
4. Explain the social, legal, and economic environments impacting management of human
resources in healthcare. (Ch 6)
5. Summarize the various socio-behavioral aspects of human resources management,
including employee motivation, leadership development and practices, conflict
resolution strategies, change management, and development of employee customercentered focus. (Ch.9.10)
6. Evaluate technical human resource management functions, including job design and
analysis, staff recruitment and selection methods, employee training and development,
performance management techniques and methods, and principles and practices of
compensation and fringe benefit management. (Ch 7,8, 11, 12)
7. Assess legal and regulatory issues involved in organized labor/collective bargaining
units. (Ch 5, 14)
8. Create a safe and prepared workplace environment. (Ch 13)
9. Employ the budgeting and productivity planning, benchmarking and the effects of
mergers and acquisitions on workforce planning. (Ch 16)
10. Distinguish high performing workplace environments and create human resource
strategies that enhance customer service. (Ch 17)
Program Mission:
socially responsible endeavors
analytical skills;
Establish strategic priorities of a healthcare organization in line with
gpiane@nu.edu
(858) 309-3474
Page 165 of 187
DEVELOPED
DEVELOPED
DEVELOPED
DEVELOPED
DEVELOPED
DEVELOPED
Teaching Methodology and Approach:
Students are expected to come to class prepared for discussion and dialogue. This course will
also depend on the use of practice cases to help to learn to apply management concepts to
practical problems. We will also have guest speakers and a field trip to a healthcare
organization.
Students are expected to show up and participate in class at a graduate level of thinking. This
involves physically being in class, mentally being alert, psychologically being aware, and
recognizing how your values and energy play a role in setting a safe, supportive and dynamic
learning environment.
Assignment #1 (10 Points)
Review 4 articles related to HR management (current from 2009-2011)
Write a brief paper (2-3 pages) on each article summarizing the article and indicate the
textbook chapter or Learning outcome # the article addresses.
Due: Article review #1-Thursday May 5th
Article review #2-Tuesday May 10th
Article review #3-Thursday May 12th
Article review #4-Thursday May 19th
Assignment #2: (25 points)
Interview a HR leader or manager/supervisor preferably from a healthcare organization, on the
current trends or issues in HR management. Examples of topics, recruitment & retention,
layoffs, workforce shortages, competency & training, HR regulations as labor laws, etc. review
the chapters, LO or guest speakers to identify a topic. Write a 6-8 page paper on the interview
process and findings, how class content relates to the interview.
Due: Tuesday May 17th
Assignment #3: Group presentation to class (25 points)
In groups of 3 students make presentations of 15 minutes on a HR management topic
Topics: Employment Law, workforce shortages, recruitment strategies, labor unions pro/con,
new information on performance evaluations, compensation practices and benefits…Each
member write a brief paper 2-3 pages on the presentation
Due: Tuesday May 24th
Final Exam: Saturday, May 28th (30 points)
The exam will cover all materials covered in class, & guest speakers
Review November 18th
Participation and Contribution: (10 points)
Grading Criteria: Joining in class discussions and bringing in ideas and dialogue 5 points.
Attendance 5 points
Assignment
1) 4 articles
2) Interview paper
3) Group presentations
Due Date
5/5, 5/10, 5/12, 5/19
5/17/11
5/24/11
Page 166 of 187
Points
10
25
25
4) Class participation
5) Final exam
TOTAL:
Class Session
1
ongoing
5/28/11
Topics
Introductions and
Overview to Class
Readings
Chapters 1-3
Assignments
Ch1: DQ #2, 3,5
Exercise #1,2,3
Chapter 2: DQ #2,3
Chapter 3: DQ
#1,3,4,6 Case
Strategic Human
Resource
Management
Healthcare Workforce
Planning
Globalization and the
Healthcare Workforce
2
10
30
100 Points
Healthcare
Professionals
The Legal
Environment of
Human Resources
Management
Chapters 4-6
Debate on whether
a diverse workforce
is more effective
and productive than
those that do not have
such a mix. Will divide
into Pro and con
groups.
Workforce Diversity
3
Job analysis and job
design
Recruitment,
Selection, and
Retention
Chapters 7-8
4
Organizational
Development and
Training
Activities:
Chapter 9
Page 167 of 187
Internet and
Intranet use to
provide training in
organizations
-To what extent are
organizations using
the Internet,
intranet, and other
electronic or virtual
means to provide
training.
What types of skills
and knowledge can
be imparted
through this type of
training?
Developing an
effective training
program*
SIGNATURE
ASSIGNMENT
5
Performance
Management
Compensation
Practices, planning
and challenges
Chapter 10-11
Activity 3: Experiential
case on Summit River
Nursing Home
performance
management process.
Pg. 278
6
Employee benefits
Health safety and
preparedness
Managing with
Organized Labor
Nurse Workload,
Staffing, and
Measurement
Joint Commission
Rules/ Medicare Rules
Human Resources
Budgeting and
Employee Productivity
Chapters 12-14
Chapter 14: DQ #2,
4
Chapter 15
Chapter 15: DQ #1 –
Chapters 16-18
Class presentations
Review for final
exam
7
8
Creating CustomerFocused
Healthcare
Organizations
Present trends that
affect the Future of
HR management
and the Healthcare
Workforce
Chapter 16: DQ#2,
3, 4, 5, 6 & Case 2
Final Exam
9
*Developing an effective training program
Class will break into three teams\
Each team will focus on a training topic familiar to group such as dealing with frightened or
angry caregivers of hospitalized patients; a new ethics training for staff, a patient safety
training program…..
3 teams will take 20 minutes to plan and prepare a 10 minutes training program for their topic
Each team will be in charge of developing the training objectives and evaluation criteria for
their topic
Each team will then design a training program based on their objectives and evaluation criteria
Each team will then deliver a 10 – 15 training session to the rest of the class.
Each team should have an evaluation and assessment debrief of 5 minutes each per group
Page 168 of 187
NATIONAL UNIVERSITY
Heath Care Law and Ethics
HCA 630
Term: June 2012
Instructor Name and Contact Info:
Mark V. Caruana, Esq.
Adjunct Facility
National University
Contact Info:
2725 Jefferson Street, Suite 11
Carlsbad, CA 92008
Office - 760-434-4747
Cell - 760-458-0422
Fax 760-434-9183
email - caruanalaw@aol.com
CLASS DATES
JUNE
TUES
5
12
19
26
THURS
7
14
21
28
SAT
30
Course Description:
Legal, regulatory, and ethical dimensions of healthcare examined. Development and
application of laws and regulations analyzed. Interpretation of uses of policy, law, and
regulation changes and needs. Analysis of statutes and court decisions affecting healthcare.
Ethical dimensions of healthcare organizations, their personnel and professionals considered.
1. Describe how the American legal system works, including civil procedures.
2. Interpret statutes and court decisions affecting healthcare.
Page 169 of 187
3. Explain how laws and regulations affect the structure and operation of healthcare
organizations, including corporate law, tort law, fraud and abuse laws, civil rights, and antitrust
laws.
4. Assess how law protects patient rights and regulates patient-provider relationships,
including informed consent, medical malpractice, confidentiality, treatment termination,
advance directives, human reproduction, and obligations to provide care.
5. Advocate for laws that promote health policy values and goals.
6. Select moral principles and guidelines embedded in healthcare processes and
organizations.
7. Compare and contrast personal and professional ethical responsibilities and rights.
Text Book
Legal Aspects of Heath Care Administration, ELEVENTH Edition
by George D. Pozgar
Program Mission:
Establish strategic priorities of a healthcare organization
in line with the needs and values of the community it
serves;
Conduct financial analysis, explain financial and
accounting information, and make long-term
investment decisions for a healthcare organization;
organizations;
Utilize administrative and clinical information technology
and decision-support tools in process and
performance improvement;
Incorporate the principles of quality management for
proving outcomes in healthcare organizations;
Evaluate the ethical, legal, and regulatory requirements of
the healthcare industry.
Page 170 of 187
DEVELOPED
DEVELOPED
DEVELOPED
DEVELOPED
DEVELOPED
DEVELOPED
GRADING DATES
MIDTERM 6/14/12
RESEARCH DUE 6/28/12
FINAL EXAM 6/30/12
CLASS DATES AND EVENTS
6/5/12
Welcome to the class discuss papers, exams
Introduction to Healthcare and the court systems
Civil procedure and Trials
Administrative Agencies
chapters 1, 2, 6
doc sharing
6/7/12
Tort Law- Intentional torts, Negligence,
Medical Malpractice,
Respondeat Superior, Damages,
chapter 3
doc sharing
6/12/12
Tort Reform, MICRA, “Hot Coffee”, Criminal Law
And responsibility, Contracts and antitrust
chapter 3, 5, 24
doc sharing
6/14/12
Contracts and antitrust continues, types, federal
Rules and statutes
chapter 5, 7
MIDTERM EXAM
6/19/12
Corporate structures, responsibility,
credentialing of healthcare
Professionals, privileges, monitoring and discipline.
Roles of staff, Nurses, Doctors, Specialists
chapter 7, 8, 9,
doc sharing
6/21/12
Informed consent, emergencies, HIPAA, release of
information issues, state reporting issues
chapter 11, 12
6/26/12
USSC and procreation, ethics, bioethics, human genetics
Life termination decisions, DNR, advanced directive
chapter 17, 18
doc sharing
6/28/12
Employment law, staffing, unions, structure of care,
insurance industry, ERISA, workers compensation
Reform of healthcare distribution
*****RESEARCH ASSIGNMENT DUE *****
6/30/12
FINAL EXAM
Page 171 of 187
chapter 20, 21, 22,
23
CLARIFICATIONS
CLASS DATES:
First of all welcome to the class!
As each of you knows, there are nine classes. I have prepared an outline which is flexible. I will
stay close but there may be some variance on an occasional evening. You are engaged in a
master’s program. It is my privilege to be a part of this program with you. The law has a terrific
impact on the daily distribution of healthcare in the country as well as the rest of the world. This
class will focus on your ability to see the legal and ethical issues as well as the possibility to
reform the system as you may see fit.
EXAMS:
The mid-term will be an open book take home to be completed on the honor system. You will
be given factual patterns and you will be required to apply legal principles and show your
reasoning as you draw conclusions. All of the questions will be essay questions. We will cover
many fact patterns throughout the course of this class. This is not going to be the kind of class
that requires that you memorize facts but this is the kind of class that will require that you
develop skills to help you think critically about situations and problems. I think you will like the
format. (CLOs 1-4)
The final will be open book as well. We will discuss this at a later date. The format will be the
same as the midterm. (CLOs 1-7)
WRITING REQUIREMENT:
SIGNATURE ASSIGNMENT (CLOs 1-7)
First of all, the writing requirement is due on June 28th. The reason it is not due the final night
of the class is because it helps take some of the pressure out of the equation for the last week
and your preparation for the final. This is a graduate level class. You are to do a research
paper on a topic that I approve and I expect that there be a bibliography and references. Your
paper is to be between 15 and 20 pages long. It is to be a position paper that is fully
researched and argued. I will discuss and develop the distinctions between the two with each
of you in class. The reason why I ask you to give me your topics first is to make sure that your
topic is meaningful and to ensure that each of you will be narrow in scope as opposed to a
broad topic. I have found that not only are broad topics deluded, however, they tend to force
students to write 30 to 40 page papers. By focusing on a narrow subject matter, as we will
discuss in class, I think that will assist you greatly in focusing and getting it done in 15 to 20
pages. Let’s be clear on a few things:
1. This paper must be approved by me prior to your commencement.
2. The paper must be in APA format
3. The paper needs to be original and if you quote a source this needs to be cited. The
paper may be submitted to “Turn it in”.
4. The length is independent of a bibliography, title page or foot notes.
5. It cannot be late without just cause
Page 172 of 187
DEADLINES:
Each of you is an adult. You have a deadline for your paper and a deadline for your exams. If
I give a take home exam, it will have a deadline to be turned in. Unless there is a significant
issue, that is, a medical issue or unexpected emergency in your family, I will not accept a late
paper or exam without a significant penalty. That means, at the risk of sounding a bit arbitrary
or callous, that your exams and paper are due when they are due. If an item is not done by the
deadline, then I will deduct one letter grade for every day the item is late for that particular
component of the class.
GRADING FACTORS FOR THIS CLASS:
TERM PAPER/SIGNATURE ASSIGNMENT
MID TERM EXAMINATION
40 POINTS
30 POINTS
FINAL EXAMINATION
30 POINTS
PLAGIARISM:
Each of you knows the rules. If the work is not original and not cited properly then it cannot be
considered. This is a Master’s level class. I expect original ideas in the form of a critique while
citing sources. As you know I may use Turn It In or other sites to verify originality.
CLASS DECORUM:
Each of you may use electronic devices to research and “fact check” during class. Do not
disturb anyone else while doing so. If you have an emergency phone call I assume that you
will take the call outside of the classroom.
In addition, each of us is a human being. Each of us may have a different perspective on life or
issues. This is a terrific opportunity for each of us to learn from others about ideas, cultures
and values. Since we will be looking at the legal and ethical issues of medicine and healthcare
there will be an occasional issue which may lead to a significant discussion or perhaps a
debate. Each of us needs to be respectful and appropriate in his or her comments.
COURSE EXPECTATIONS AND GOALS:
Please keep in mind that I work for you. If I can make any reasonable accommodations for any
of you, please let me know. I know that some of you have odd work schedules so if you need
to ask me about anything please feel free to contact me.
In terms of grading, I expect that each of you will attend class as it is your obligation to
contribute to this class. The class will be relatively small in number and thus, everyone’s
participation will be critical. If you complete the above in a competent manner then you will
receive a satisfactory grade which is a B.
Besides my expectations of you, you should have expectations of me. You should expect that
I will be available at reasonable times and that I will handle any questions that you have
concerning this class. I will make myself available, as I have given you every possible way of
Page 173 of 187
contacting me. I will try to be available for a brief period of time before class and will clearly be
available after class. If you have any concerns or any questions, or if there is any part of the
class that is confusing or problematic in any way, I am hopeful that you will be comfortable in
coming to me and asking for any assistance that you need. If you want to come to my office
then I am more than willing to give you an appointment. If you cannot get to Carlsbad then
simply call and my paralegal, Lisa, will give you a telephonic appointment. I am also in the car
for about 45 minutes after each class, so feel free to call my cell.
My focus in this class will be greater than simply providing law. The focus in this class is to
make information available to you from which you can draw logical administrative and
managerial conclusions concerning the law and its application to the health care industry. As
we study this class together, significant changes will be taking place with respect to the world
of health care especially in the legal aspects. As such, we will be looking at the law and its
applications, as well as, its implications. Specifically, my goals are to make sure that each of
you understands the following:
The governmental administrative departments and agencies which control and review
the activities of the delivery of the healthcare product;
To develop a basic understanding in areas related to health services, specifically,
contract law, the rights of the patients, corporate and professional liabilities, tort
law, and medical malpractice;
To understand the laws applying to health care professions such as informed consent,
patient abuse, patient abandonment, euthanasia, etc.;
Each of you needs to understand the standards of practice, what it means to have a
fiduciary, legal and moral obligation and the distinctions between them.
The class will breakdown into study units. They are as follows:
Tort Law and the Court Systems;
Criminal Law in relation to healthcare practices;
Corporate and professional liability;
Staffing;
Nursing and the law;
Informed consent;
Patients’ rights in general;
Health care ethics;
Employment, discharge, discipline and protocol.
Page 174 of 187
National University
Economics 660: Health Economics
April 2012
Course Outline
Dr. Wali I. Mondal
Professor, School of Business and School of HHS
National University
Tel 909-648-2120, Cell; 858-642-8415, N.U.
Email: wmondal@nu.edu
Textbook and other reading materials:
Lee, Robert H. 2009. Economics for Healthcare Managers, Second Edition (Chicago, IL:
Health Administration Press). ISBN: 978-1-56793-314-7. Required
Recommended Supplement: Reid, T.R. 2009. The Healing of America. (New York: The
Penguin Press).
ISBN: 978-1-59420-234-6. Handouts provided in class.
About me: I am a Professor in the School of Business and Management at National
University, where I also served as Dean during March 2006 to June 2008. I have been a full
time faculty for over 26 years after receiving my Ph.D. from the Ohio State University in 1984.
My research interests lie in the areas of entrepreneurship, microfinance and development
economics. I have published over 50 scholarly papers and presented close to 100 scholarly
articles in many national and international journals and conferences, respectively. I have also
written a scholarly book on microcredit and contributed to publishing several books either as a
reviewer or as an author of book chapters. I am also the founder-president of the American
Society of Business and Behavioral Sciences (www.asbbs.org ), one of the largest
interdisciplinary organizations of university faculty. Most of my research is empirical and I use
statistical techniques in all of my work. In my prior life, I worked and consulted for many
national and international organizations including the United Nations, the World Bank and
Duke Energy. I am looking forward to sharing my experiences with you.
Course Description: Application of healthcare economics to decisions regarding the amount,
organization, and distribution of healthcare services. Examine the structure, organization,
Page 175 of 187
activities, functions, and problems of healthcare from an economic perspective. Emphasis on
management problems and policy issues in healthcare with regard to allocation of scarce
resources.
Learning Outcomes:
1. Explain the distinct characteristics of the healthcare system and how they affect the
2. Asses how uncertainty and asymmetric information affect demand for healthcare and lead to
“incomplete” markets.
3. Assess the value of health and its implications for decisions allocating scarce resources.
4. Describe basic economic concepts, such as supply, demand, marginal analysis, theory of
capital, and cost-benefit analysis.
5. Apply economic tools and evaluation methods to improve decision making in healthcare.
6. Evaluate how the healthcare sector interacts with other economic sectors and the effects of
these interactions.
7. Apply economic tools to assess implications of various healthcare financing and delivery
models.
Program Mission:
Establish strategic priorities of a healthcare organization
in line with the needs and values of the community it
serves;
Conduct financial analysis, explain financial and
accounting information, and make long-term
investment decisions for a healthcare organization;
organizations;
Utilize administrative and clinical information technology
and decision-support tools in process and
performance improvement;
Incorporate the principles of quality management for
proving outcomes in healthcare organizations;
Evaluate the ethical, legal, and regulatory requirements of
the healthcare industry.
Page 176 of 187
DEVELOPED
DEVELOPED
DEVELOPED
DEVELOPED
DEVELOPED
DEVELOPED
Course Requirements: A detailed course plan is given on page 3. Students are expected to
have read all material before the class in which it is discussed. This is an exciting time to study
Healthcare Economics. There will be in-class exercises with open-ended discussion questions.
You are expected to participate fully in these discussions. See “Assignments” below for other
components of grade.
Assignments: In-Class Exercises will be worth 10% of your course grade. You will be given a
mid-term exam worth 30% of your total grade, a comprehensive final exam worth 40% of your
total grade, and weekly written assignment worth 20% of your total grade.
Weekly Written Assignment: Each student is required to submit a two-page summary of a
current event related to Healthcare on Thursday. The first assignment will be handed out
during the first class and will be due in the second class. Starting week 2, all written
assignments will be due on Tuesday.
Missed Exams/Late Assignments: Students may take make-up exams and quizzes;
however, please let me know as soon as possible in advance if you are going to miss an exam
or quiz. Exams and quizzes can also be taken early as long as you make arrangements with
me far enough in advance.
Writing Across the Curriculum: Students are expected to demonstrate writing skills in
describing, analyzing and evaluating ideas and experiences. Written reports and research
papers must follow specific standards regarding citations of an author’s work within the text
and references at the end of the paper.
Plagiarism: Plagiarism is the presentation of someone else’s ideas or work as one’s own.
Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures
section of the University Catalog, which may include a failing grade for the work in question or
for the entire course. Do not take material directly from the internet and use it in your papers
unless you are quoting someone. Quotes should only be used sparingly. It is acceptable to
use ideas and information from other sources, but you must reference the sources and put the
ideas/information in your own words.
Honor Code: Students are encouraged to form study groups to discuss the materials.
However, assignments are to be completed individually, unless otherwise indicated. Also,
during exams and quizzes, no assistance is to be given to or received from any other student.
Attendance Procedures: Students are expected to attend all class sessions. An absence is
assessed each time a student is not in attendance during a regularly scheduled class period,
whether or not it is an excused absence. The instructor may withdraw a student from class
prior to the sixth session if there are more than two unexcused absences. Students who have
more than three absences, excused or unexcused, will not be given a satisfactory grade.
General: You are strongly encouraged to ask questions and comment on any relevant topic as
it is discussed in class. Make sure you ask questions in class about material you do not
understand or just raise your hand. If you still do not understand something in class, I strongly
encourage you to contact me outside of class. You can call me on my cellular phone.
Page 177 of 187
This course outline may be changed as conditions require. Any changes will be announced in
a regularly scheduled class at the instructor’s discretion.
Course Plan
Note: This course plan is based on the text book and the book by T.R. Reid.
Other readings from an annotated bibliography will be provided on the first
day of class.
Class
1
Date
4/10
Tues
Chapters/Topics
Review of Basic Economic
Relations for Healthcare;
Introduction to Health
Economics.
Lee, Chs 1,2
Assignments/Exams/Quizzes
Read Chs 1-4 of any
Introductory Economics text.
In-class exercises: (1)
shortage and surplus; (2)
turmoil in the U.S. healthcare
system (CLO 1)
2
4/12
Thurs
Healthcare Financing, Risk and
Cost
Lee, Chs 3-5
expected value; (2) adverse
selection and moral hazard
(CLO 2,3)
First week written
assignment due
3
4/17
Tues
Demand for healthcare products
and elasticity of demand
Lee: Chapters 6, 7
change in demand vs change
in quantity demanded; (2)
elasticity of demand for
healthcare products (CLO 5)
4
4/19
Thurs
Forecasting, Advanced Supply
and Demand Analysis
Lee, Chs 8,9
In-class exercise:
Forecasting. (CLO 2)Review
for midterm on 1/19
Second week written
assignment due
5
4/24
Tues
Maximizing Profits, Pricing and
Price Discrimination
Lee, Chs 10,11
Mid-term Exam (CLOs 1-4)
In-class exercise: price
discrimination (CLO 4)
6
4/26
Thurs
Asymmetric Information and
Incentives; Clinical and
Managerial interventions
Lee, Chs 12,13
In-class exercises: (1).
Asymmetric information; (2)
cost-utility analysis (CLOs
2,3,4)
Third week written
assignment
due
Page 178 of 187
7
5/01
Tues
Profits, Market Structure and
Market Power; Government
Intervention and Market failure
Lee, Chs 14,15
In-class exercises: (1) markup; (2) government
intervention (CLO 6)
8
5/03
Thurs
Regulation; Strategic Behavior
Lee, Chs 16, 17
In-class exercise: Game
Theory)
Fourth week written
assignment due
Review for Final Exam
9
5/05
Saturday
Final Exam
Comprehensive (CLOs 1-7)
Page 179 of 187
Course Outline for HCA663:
Healthcare Finance
September 2012 Outline Updated Sep. 2, 2012
Instructor:
Brooks Ensign, MBA
Associate Faculty Instructor
National University
E-Mail:
brooks.ensign@natuniv.edu
Class
Meetings:
September 2012
Tues / Thursday, onsite, National University, SPECTRUM Room 145
Course Hours:
Units:
Last revised:
4.5
September 2, 2012
Textbooks:
Required:
Healthcare Finance: An Introduction to Accounting and Financial
Management, 5th Edition, Gapenski, Louis C.
with Online Chapters and Appendices, from
ache.org/books/HCFinance5
Recommended:
Essentials of Healthcare Finace, 7th Edition, Cleverly, William O.
Page 180 of 187
TuTh 5:30PM 10:00PM
Spectrum Room 145
Brooks
Ensign
Sa 1:00PM 5:00PM
09/04/2012 09/29/2012
09/29/2012 09/29/2012
Final Exam
Course Description:
Application of healthcare accounting and finance theories to
decisions in healthcare environments. Emphasis on management problems and policy
issues regarding allocation of resources, payments systems, capital investments and
budgeting.
Learning Outcomes:
Upon satisfactory completion of the course, students will be
able to:
1. Explain healthcare finance and evaluate the role it plays in the healthcare
environment and business decision-making processes
2. Demonstrate basic accounting concepts and a working knowledge of financial
statements, focusing on the balance sheet, income statement and statement of cash
flows of healthcare entities.
3. Compare and contrast ratio and other financial analyses to evaluate the financial
condition and performance of healthcare entities, using published annual reports as well
as other public information from corporate websites and financial search engines.
4. Compare and contrast operating and flexible budgeting techniques, including
variance analyses and price setting considerations, methodologies and strategies.
5. Demonstrate present value and discounted cash flow techniques and calculations,
focusing on risk measurements and expected returns.
6. Demonstrate basic knowledge of capital budgeting and project risk assessments,
including capital budgeting techniques and investment decision methodologies,
incorporating discounted cash flow and risk analyses.
7. Create computer spreadsheets for health care financial analysis, budgeting and
forecasting.
8. Conduct financial analyses, including ratio analysis; cost-benefit analysis; cost
effectiveness analysis; vertical analysis; horizontal analysis.
9. Prepare an operating budget using fixed vs. flexible and zero-based budgeting
principles.
10. Analyze how physician services are reimbursed (e.g., Resource-Based Relative
Value Scale (RBRVS); Medicare Part B; managed care negotiated fees; usual and
customary charges).
Page 181 of 187
Program Mission:
The Graduate Program in Healthcare Administration at National University
prepares healthcare administration professionals, in a learning-centered
environment, to assume entry and mid-level career positions in health services
organizations to help meet the dynamic health needs of our diverse, global
community through creative, adaptable and socially responsible endeavors
analytical skills;
Establish strategic priorities of a healthcare organization in line with
DEVELOPED/
MASTERY
Course Requirements
Quizzes 30 points (3 quizzes) (CLOs 1-10)
90 points
Homework: 90 points (10 points each) (CLOs 1-10)
90
Journal Article Presentations (in class) (2 per student, 50 pts. each) (CLOs 1-5)
100
Discussion Questions (2 per week 10 points each) (CLOs 1-6, 10
Final Exam
(CLOs 1-10)
80
240
TOTAL 600 points
600 points
Schedule of Classes and Readings
Cleverly Text materials (from course shell) and journal articles – come prepared
to discuss
Sep. 4
Gapenski Text: Chapter One and Two (quick overview)
Chapter 17: Financial Condition Analysis
Appendix A and Appendix B:
A. Financial Statement Ratios
B. Operating Data Analysis
Page 182 of 187
Homework #1 (Chapter 17 problems, due next time, before
class, in DropBox)
10-K: Review Annual Reports (each night, and on quizzes and
final)
Hospital Corporation of America: First 40 pages
compare with:
10-K: Health Management Associates: First 30 pages
Assign Journal Article Presentations for Week Two: each
student needs to present two articles in this course.
End of Class: Two Videos:
Healthcare Financing Overview for Nursing
http://www.youtube.com/watch?v=DRHApTyIP4Q&feature=related
Healthcare Finance I Chapter 3 for Teaching Video
http://www.youtube.com/watch?v=H752-eSt03c
Sep. 6
Guest Lecturer: Aaron Byzak, MBA, Director of Government
and Community Affairs, UCSD Health System
Topics: Perspectives on Health Care Reform: US Healthcare
Reform
Design & Implementation: Opportunities & Threats
Peter Orzag: Presentation on Health Care Reform (video and
Adobe pdf slides)
http://www.youtube.com/watch?v=ckiFGJ7JcZM&feature=related
Video: HFMA President: Reform Environment Holds Important
Leadership Opportunities for CFOs
http://www.youtube.com/watch?v=aJcx0ODAFjY&feature=plcp
Video: Hospital Billing: Reimbursements, DRGs, ICD-9's, etc.
http://www.youtube.com/watch?v=q5VJHmY9uU&feature=relmfu
Instructor Ensign lecture: 8:30 p.m. (depending upon travel
plans): Gapenski Chapter 3: The Income Statement and
Statement of Changes in Equity
Homework #2 (due next time, before class, in DropBox)
Question and Answer Session
Quiz #1 is taken in class on Tuesday, September 11, 2012 at
6:20 p.m.
Questions from Chapters 1, 2, 3 and 17
Financial Ratio Analysis: HMA and HCA
Page 183 of 187
Sep. 11
Review Homework #2 and Prepare for Quiz #1
Quiz One: taken in class at 6:20
Gapenski Text: Chapter 4, 5, and 6
Video: TBD
Journal Article: Student presentation and discussion
Sep. 13
Review Homework #3
Gapenski Text: Chapter 7, 8, and 9
Video: Ralph Lawson: Leadership from Finance Key to Solving
Healthcare Challenges
Sep. 18
Review Homework #4
Gapenski Text: Chapter 10, 11 and 12
Video: Cole White Talks Health Care Finance
Quiz Two is due (taken online, in course shell)
Sep. 20
Review Homework #5
Video: Jackson Memorial Hospital financial crisis
Page 184 of 187
Sep. 25
Review Homework #6
Video: John Glaser-The Future of IT Infrastructure
Quiz Three is due (taken online, in course shell)
Sep. 27
Review Homework #7
Gapenski Text: Chapters 19 and 20
Cleverly Text: (materials to be assigned)
Video: Michael Porter, “Value” in Healthcare
Dialogue, Discussion and Discourse:
DISCUSSION BOARDS:
You will complete assigned readings in the text, view lectures and participate in discussions.
The Discussion Board is designed to give you an opportunity for sharing and interacting with
one another. Your instructor has specific prompts listed for each week to which you and your
classmates respond. The Discussion Board is an online mechanism for ongoing discussions
and interactions. It is to your benefit to read each other’s prompts and respond to many
members of the class. Your instructor will be reading responses and respond to many as well.
a. You are required to post a response to the prompt by the date indicated for that week and
respond to two other candidates in the class by the date indicated for that week. In order to
facilitate dialog among candidates, posting must be made on time. Late postings will not be
accepted and will receive a grade of 0.
b. Your posting should be approximately 250 words in length and clearly address the prompt.
This means it must be a thoughtful response within a paragraph format. Your responses
should observe the conventions of standard American English grammar and syntax. You
may wish to include specific quotes from the text to substantiate your responses. Should
you quote or paraphrase the text within your posting, be sure to include citations using APA
format.
c. You are required to respond to at least two other classmates. Your responses should go
beyond simple agreement, and extend an idea or (respectfully!) challenge thinking
Responses to classmates should also be several sentences long, should academically
Page 185 of 187
address their postings and should be text-based. Be substantive: use research and
analysis. Ask detailed questions and provide detailed answers.
d. Responses will be graded on thoroughness; evidence of thinking skills such as knowledge,
comprehension, application, synthesis, evaluation; and writing competency. Responses to
classmates will be based on the same criteria as well as the ability to interact in a positive,
constructive, and timely manner. Please note that late postings will receive no credit.
Class Attendance and Participation
Students are expected to attend and participate in all class sessions. Students should
spend a significant amount of time before each class studying the relevant course
materials and preparing any questions that arise. The student must be prepared to
engage in class discussions and demonstrate understanding when called upon.
Failure to attend all class sessions, participate in all class activities, complete exams as
scheduled and turn in all assignments on time may result in loss of points and adversely
affect a student’s final grade.
Student who have more than three absences, excused or unexcused, will not be give a
satisfactory grade.
Method of the Course
During the first segment of the class, students will present homework, their worksheets,
and presentations to demonstrate their comprehension of materials presented in the
preceding lecture. Next, a class discussion of the preceding lecture, materials,
concepts, and key learning objectives occur. Following the discussion, the instructor will
present the next chapters of the course along with interactive spreadsheet
presentations and modeling. The remaining part of the course will be used for dialogue,
including questions and answers and student recommendations.
Exams
All four exams will be comprised of 30 multiple-choice questions. One page of handwritten notes will be allowed during the exam. The textbook will not be allowed. Only the
three highest scores will be counted towards a grade. Your lowest score will be
dropped. There are no make ups for missed exams. (If you miss one exam that will by
default become your lowest score and dropped.)
Participation/Homework
Students are expected to actively participate in all class discussions (including online
discussions in the course shell). There are five homework assignments counted towards
a grade. There are no make ups for missed assignments. If you cannot attend class you
can email the instructor your homework prior to the class period the assignment is due.
Homework assignments are due at the beginning of class and will include the use of MS
Excel or other spreadsheet software. Students will be randomly selected to present
homework answers to the class. Homework assignments submitted after class begins
on the day they are due will be given half-credit.
Communicating with the Instructor
The best way to communicate with the instructor is either through e-mail or after class
sessions. If it is necessary to reach the instructor in a hurry or if the matter is urgent,
Page 186 of 187
you may reach the instructor at the business telephone number provided during the first
class session. The instructor will be happy to discuss further readings on specific
subject areas, additional future course for personal or professional development, and
similar matters.
Page 187 of 187
INTERNSHIP PRECEPTOR
HANDBOOK
National University
Prepared by
The Faculty of the
National University
3678 Aero Court
Office: (858) 309-3473
Fax: (858) 309-3840
E-mail: shhs@nu.edu
This handbook is designed to assist the National University School of Health and
Human Services Internship Preceptors provide students with a successful and
rewarding practice-based learning experience.
Give the pupils something to do, not something to learn;
and the doing is of such a nature as to demand thinking;
learning naturally results.—John Dewey
Version 11.1
January 2011
1
Contents
Page
Terminology
4
Introduction
6
Student Learning Team:
The Internship Preceptor
7
The Internship Coordinator
10
The Student
11
Types of PBL Placements
12
The Placement Process
13
The Placement Experience
15
The Individual Student Learning Plan
16
Best Practices
17
Summary
18
Appendix 1
Forms
Standard Affiliation Agreement
Form PBL-01
Student Responsibilities Agreement
Form PBL-02 A-G
Student Perception of Preparation
Form PBL-03 A-G
Request for Placement
Form PBL-04
Placement Interview: The Student
Form PBL-05
Placement Interview: The Internship Preceptor
Form PBL-06
Individual Student Learning Plan
2
Form PBL-07
Journal of Activity
Form PBL-08
Summative Self-Reflection
Form PBL-09
Internship Preceptor Evaluation
Form PBL-10
Internship Coordinator Evaluation
Form PBL-11
Team Member Evaluation (optional)
3
Terminology
Practice-Based Learning (PBL)
PBL refers to diverse practical learning opportunities in health and human
services professions that are relevant, including: internships, fieldwork, practica
and capstone projects. In PBL, students are expected to perform relevant duties
and solve problems in an authentic professional environment under the guidance
and oversight of a mentor who is an expert practitioner.
Student Learning Team (SLT)
Student learning in the PBL environment is achieved through a collaborative and
interactive process involving the student, Internship Coordinator, and the
Internship Preceptor. Other professionals from the PBL placement site (e.g., comentors) may also contribute to facilitating the achievement of student learning
outcomes.
Internship Coordinator
The title refers to the full-time National University faculty member who is
responsible for the development and delivery of PBL experiences in a Health and
Human Services degree program. The Internship Coordinator provides support
and guidance to mentors, Internship Preceptors and others who contribute to the
student’s experience in practice; enabling students to meet specified learning
outcomes and develop appropriate competencies.
Internship Preceptor
The term preceptor is used in this handbook to denote the role of an expert
practitioner who facilitates learning and assesses students in the PBL
environment. The academic appointment awarded to the mentor is Clinical
Adjunct Faculty. Co-mentors may also participate in student learning in some
placements.
4
Individualized Student Learning Plan (ISLP)
The Student Learning Team is responsible for developing the written
Individualized Student Learning Plan for the student enrolled in the PBL
experience. The ISLP defines the specific student learning outcomes expected
during the PBL experience, a description of planned student activities to achieve
the learning outcomes, and a description of evidence that will be assessed to
determine outcome achievement.
5
Introduction
The faculty and staff of National University’s School of Health and Human
Services (SHHS) welcome you as an Internship Preceptor. SHHS faculty
members are committed to providing each student with a premier practice-based
learning (PBL) experience that advances their professional competence and
socialization. The PBL experience at National University includes diverse
practical learning opportunities in healthcare environments that are professionally
relevant and supervised by an experienced team of expert practitioners. PBL
opportunities include:
COH 494A: Internship in Health Promotion for students in the Bachelor of
Science, Major in Public Health (BSPH) COH 494B: Public Health
Capstone Project for BSPH students
COH 691: Public Health Internship for students in the Master of Public
Health (MPH)
COH 692: Public Health Capstone for MPH students
HCA 691: Healthcare Internship for students in the Master of Healthcare
Administration (MHA)
HCA 692: Healthcare Capstone for MHA students
HTM 692: Health Informatics Capstone for students in the Master of
Science in Health Informatics
Despite the diversity in practice-based learning experiences and environments
available for students enrolled in SHHS degree programs, common themes and
best practices developed or adopted by the faculty provide a consistent
framework for ensuring a premier learning experience for all students. These
themes and best practices will guide you, as the internship preceptor, in
effectively mentoring the learner towards increased professional competence and
socialization. The purpose of this handbook is to present guidelines, policies and
procedures for you to successfully prepare the next generation of health and
human services professionals.
6
The Internship Preceptor
School of Health and Humans Services faculty recognize that the single most
important ingredient to ensuring a premiere PBL experience for every student is
the selection and professional development of Internship Preceptors to serve as
student mentors. The core commitment of the SHHS faculty to making PBL a
premiere learning experience led to the formation of an international network of
faculty and expert practitioners who share a common aim of providing
exceptional learning experiences in the health and human services professions
to motivated students. Internship Preceptors are eligible for an academic
appointment and status as a National University School of Health and Human
Services volunteer faculty member.
Typical Qualifications
1. A master’s degree (preferred) in the practice in which the individual mentors or in
a field related to the area of primary mentoring responsibility. In addition, an
applicant to mentor an undergraduate student would be required to demonstrate
a minimum of three years of prior relevant professional experience and
significant responsibility within the previous five-year period prior to appointment.
An applicant being considered to mentor an advanced undergraduate or
graduate student would be required to demonstrate a minimum of five years of
prior relevant professional experience and significant responsibility within the
previous seven-year period prior to appointment.
2. Over the most recent five year period, evidence of continuous professional
development to perform assigned duties, which might include: maintaining
professional certification related to the individual’s primary mentoring area,
participation in professional associations and meetings; outreach or consulting
activity related to the individual’s primary mentoring area; or completion of
additional courses or professional development work related to the individual’s
primary mentoring area; or related activities.
7
To effectively facilitate student learning in the PBL placement, it is preferred that
Internship Preceptors possess or develop the following professional
competencies:
Documented expertise in the area of professional practice
Knowledge of the SHHS academic program sufficient to identify student
learning levels and needs
Ability to facilitate student application of theory to practice
Ability to create opportunities for students to identify and engage in
experiences that address their ISLP
Ability to facilitate effective student self-reflection as a learning process
A fundamental understanding of student learning outcomes assessment
and the ability to assess student learning in a practice environment
Ability to model effective relationships with co-workers, clients, and
patients
Ability to assess and manage the professional environment to ensure safe
and effective performance
Ability to identify, apply and disseminate research findings within the area
of practice
As a member of the Student Learning Team, the Internship Preceptor is
expected to:
Facilitate completion of the affiliation agreement within their workplace
Provide an environment in which the learner can successfully progress
from a dependent to an independent professional
Provide guidance and supervision for the student in PBL activities
Serve as a role model, resource person, and supporter for the student
while supervising their PBL experience
8
Use the Internship Coordinator as a resource, consultant, and supporter
as appropriate
Meet formally with the SLT to discuss the learner’s progress and future
learning needs
Assist the Internship Coordinator in grading the student and completing
the evaluation forms
Provide regular input to the Internship Coordinator about the learner’s
performance and progress towards achieving the ISLP
Plan and/or schedule student experiences to achieve the ISLP
Collaborate with the SLT to ensure there is a quality learning experience
within the constraints of the PBL agency guidelines
Immediately notify the Internship Coordinator of any incident involving the
learner
9
The Internship Coordinator
As a member of the Student Learning Team, the Internship Coordinator is
expected to:
Facilitate completion of the affiliation agreement by National University
Be the intermediary between the full-time program faculty, Internship
Preceptor and student to ensure effective and timely communications as
well as the integration of theory and practice during the PBL experience
Develop, approve and continuously evaluate PBL sites for student
placement
Provide support to Internship Preceptor with the aim of enhancing the
quality and effectiveness of their role as mentor
Lead the SLT in developing and approving the ISLP
Initiate a contract for the student to be signed by the student, the
Internship Preceptor assigned to that specific facility, and other
individuals, in accordance with agency policy
Conduct site visitations for each student
Evaluate the student and to assist the Internship Preceptor as needed to
accomplish the student’s learning objectives
Provide an orientation for the Internship Preceptor that includes, but is not
limited to, review of the Internship Preceptor Handbook, student
handbook, syllabus, PBL objectives and assessment procedures
10
The Student
As a member of the Student Learning Team, the Student is expected to:
Perform assigned learning activities defined in the ISLP
Accept responsibility for learning in the PBL placement
Demonstrate flexibility, willingness to learn, and self-direction throughout
the learning process
Communicate with the Internship Preceptor and Coordinator about all
aspects of work planned and performed
Adhere to the standards and scope of professional ethics
Follow the placement organization’s policies and procedures
Participate in conferences with the members of the SLT to discuss
progress, problems, and reflect on learning
Identify and design individual learning objectives that are connected to the
overall course learning outcomes, special learning interests, and
integration of classroom theory
Assume increasing responsibility while working collaboratively under the
supervision of the Internship Preceptor.
Arrange a mutually agreeable work schedule
Notify the Internship Preceptor of illness or absence and arrange to make
up the missed time
Confer with the Internship Preceptor to be informed about one’s progress
11
Types of PBL Placements
Individual Placements
The individual placement is the traditional form of PBL. Individual placements are
also called internships, practica and capstone projects. In this type of placement,
the student works directly under the mentorship of an expert practitioner in a oneon-one relationship.
Team Placements
In some PBL environments or under certain conditions, students may have the
opportunity to complete a team-based placement. Some PBL sites will prefer to
place students in teams to work on a project or complete a large-scale task.
Opportunities also exist for a hybrid placement, where a portion of the PBL
experience is accomplished in a team setting. Team Placements are encouraged
for BSPH and MPH students conducting capstone projects.
There is no specific requirement for team size, but it is expected that students will
work in teams of five students or less.
12
The Placement Process
To be approved for placement in a PBL site, students must complete the steps
outlined below.
Three Months Prior to Placement
Students will attend an PBL orientation meeting with the internship
coordinator
Students will review the PBL Student Handbook and sign the agreement
form indicating their understanding of the student responsibilities in the
PBL placement (Form PBL-1)
Students will complete and submit a student perception of preparation
(Form PBL-2 specific to the academic program) that will facilitate their
placement
Students will review the list of approved PBL sites. Non-approved sites
may also be considered based on individuals needs and circumstances.
Students will submit request for placement (Form PBL-3 specific to the
academic program) to request placement in two organizations
Students will make contact with the internship coordinator to confirm
availability of placement site(s)
Internship Coordinator will notify students when requested placement sites
have approved an interview
Two Months Prior to Placement
Students are required to schedule and complete an interview at each
requested PBL site
Internship coordinator will solicit feedback from the student (Form PBL-4)
and PBL internship preceptor (Form PBL-5)
13
Internship coordinator will make placement decision and communicate
with the student and PBL internship preceptor
The final placement is communicated to the student and the PBL site
One Month Prior to Placement
Students must complete a preliminary meeting with their PBL internship
preceptor to specify anticipated projects/activities during the PBL
placement
The SLT must complete the ISLP
Students must contact the internship preceptor to make any necessary
arrangements to begin placement (e.g., parking, identification, etc.)
Final Placement
Students will attend the first day of the PBL experience
Completion of the Placement
Students will complete Journal of PBL Activity (PBL- 07) and submit it to
the internship coordinator
Students will complete Summative Self-Reflection (PBL- 08) and submit it
to the internship coordinator
Internship preceptor will complete Internship Preceptor Evaluation
(PBL-09) and send it to the internship coordinator
Internship coordinator will complete Internship Coordinator Evaluation and
submit grades for the course
Students who are part of a team placement will complete Team Member
Evaluation (PBL-10) and submit it to the internship coordinator
14
The Placement Experience
Goals of the Placement Experience
The general goals of practice-based learning are to provide opportunities for the
student to:
Apply theoretical knowledge and skills to professional practice in a
healthcare organization
Develop effective written and oral communication skills within an authentic
professional culture
Acquire experience interacting within a diverse professional culture
Experience the application of ethical principles in authentic professional
decision-making
Develop teamwork and leadership skills in a diverse professional culture
Develop problem-solving skills in authentic professional practice
Socialize to the professional practice
15
The Individual Student Learning Plan (ISLP)
The Student Learning Team is responsible for developing a written Individualized
Student Learning Plan for the student enrolled in the PBL experience. The ISLP
defines the specific student learning outcomes expected during the PBL
experience, a description of planned student activities to achieve the learning
outcomes, and a description of evidence that will be assessed to determine
outcome achievement.
Selecting Individual Student Learning Outcomes
Creating the ISLP begins with an assessment of the student’s current level of
professional competency and experience as well as future professional goals.
From this assessment, the student and internship coordinator will identify specific
learning objectives that would capitalize on the student’s interests and
competencies as well as provide experiences to improve those competencies
requiring continued development. Individual student learning outcomes must
correspond with the Program Learning Outcomes for the particular program in
which the student is enrolled.
Once the SLT has selected student learning outcomes for inclusion in the ISPL,
the SLT must next select appropriate PBL activities to facilitate achievement of
the learning outcomes.
16
Best Practices for PBL
For effective practice-based learning, internship preceptors must have the
knowledge and skills to mentor learners by triggering reflective learning
periods on-the-job where there is shared knowledge of context and
events.
In order to integrate theory and practice, internship preceptors need to
develop knowledge and skills for promoting reflective learning; have the
ability and authority to facilitate time and place for the learner to record
their learning experience; and have insight into the knowledge provided
within the didactic curriculum.
Internship preceptors, who are in an obvious position of power vis-à-vis
the learner, must be aware not only of their performance as role models,
but should also be sensitive to their influence on the professional
socialization of the learner.
The collaborative partnership between the internship coordinator and the
Internship Preceptors should be retained and continuously evaluated for
effectiveness.
Opportunities for inter-professional learning in the practice setting should
be offered. Internship preceptors should play the key role in the
organization and facilitation of inter-professional practice-based learning.
Intercultural working should be featured in healthcare PBL.
Intercultural competence should be part of the skill set of all health
practitioners and therefore evident in the placement environment.
An effective internship preceptor needs good communication and
interpersonal skills as well as practice proficiency and the ability to
facilitate student learning opportunities.
17
Summary
Again, thank you for agreeing to serve as an internship preceptor. We recognize
and appreciate your commitment to providing a meaningful practice-based
learning experience for National University students. We hope that you find
mentoring students to be a rewarding experience, both personally and
professionally. If you have questions or concerns, please contact
Chair
National University
3678 Aero Court
San Diego, CA 92123
(858) 309-3474
18
AFFILIATION AGREEMENT
This Agreement is entered into on the ___ day of _______, 20__ (“Effective Date”), by
and between _________________(“Facility”) and National University, a California
nonprofit, public benefit corporation (“University”), with reference to the following
facts.
RECITALS
A. University. University is a private institution of higher education accredited by the
Commission for Senior Colleges and Universities of the Western Association of
Schools and Colleges (“WASC”). University is authorized pursuant to California law
to offer a Bachelor of Science, Major in Public Health, a Bachelor of Science, Major
in Healthcare Administration, a Master of Healthcare Administration, a Master of
Public Health and a Master of Science in Health Informatics (the “Program”). The
Program includes a practice-based learning component (“Internship”) where students
are placed for practice-based learning at health care facilities such as Facility.
B. Facility. Facility is an acute or community care health facility licensed by the State of
California accredited by the Joint Commission on Accreditation of Health Care
Organizations, a governmental health agency or a non-governmental health agency.
C. Intent. Facility operates programs or operations which are suitable for University’s
practice-based learning component. Both Facility and University desire to have
Program students placed with Facility for their Internship. The purpose of this
Agreement is to set forth the terms and conditions pursuant to which Internship
students will receive practice-based learning at Facility.
NOW, THEREFORE, it is agreed between the parties as follows.
1.
RESPONSIBILITIES OF UNIVERSITY
1.1
Academic Responsibility. University shall have exclusive control over all
academic issues concerning the Program, which shall include, without limitation:
selection of course content and required textbooks; delivery of instruction; selection and
approval of faculty; admission, registration, and retention of Students; evaluation of
Students’ prior education; evaluation of Students’ progress; scheduling courses; awarding
academic credit; and conferring degrees.
19
1.2
Supervision. University will provide an adequate number of faculty members to
supervise students at Facility and assure an acceptable student-teacher ratio for a safe and
valuable learning experience. University will also insure that instructors assigned to
supervise students at the internship site have received proper orientation to internship
supervision.
1.3
Number of Students. University shall designate and notify Facility of the students
who are enrolled and in good standing in the Program to be assigned for practice-based
learning at Facility in such numbers as are mutually agreed upon between Facility and
University. University and Facility will also mutually agree to the dates and length of the
Practicum. The type(s) of training under the Practicum at Facility shall include, without
limitation, training in basic nursing skills and clinical training appropriate for students in
a registered nursing program.
1.4
Orientation. University shall provide orientation to all students and ensure that all
students receive practice-based learning and necessary skills prior to the Intersnship at
Facility.
1.5
Health Clearance. Facility shall provide written notice to University as to any
requirements for student/faculty proof of health clearance. University shall use its best
efforts to assure that each student complies with Facility’s requirements for
immunizations and health screening tests
1.6
Facility Policies and Procedures. University shall ensure that each student has
been given a copy of Facility’s applicable rules, regulations, policies and procedures prior
to commencing practice-based learning at Facility.
1.7
Confidentiality of Patient Records. University shall instruct its students and
supervisors regarding the confidentiality of all communications with patients and
between patients, their physicians, and Facility staff, prior to the commencement of the
student’s Internship with Facility. In addition, students shall be instructed that it is a
breach of ethics and contrary to state and federal law to divulge to any individual not
directly connected with the Internship the names of persons being treated at Facility and
the nature of their illness. University and Students may receive or acquire from Facility
“protected health information” (“PHI”) as that term is defined under the Health Insurance
Portability and Accountability Act of 1996 and implementing regulations, including 45
CFR Section 160 and 164 (collectively, “HIPAA”). University agrees that all PHI
acquired as a result of Students’ training at Internship Site is confidential and that both
University and Students are prohibited from disclosing that information to any person or
persons not involved in the care or treatment of the patients, in the instruction of
Students, or in the performance of administrative responsibilities at Internship Site.
20
1.8
Insurance. University will provide a certificate of general liability insurance to
Facility upon execution of this Agreement and, annually, every year thereafter throughout
the term of this Agreement. University will provide proof of Workers’ Compensation
coverage for its instructors if the instructors will be at Facility conducting official
University business, upon request.
1.9
Accreditation. University shall at all times during the term of this Agreement be
licensed or qualified to offer the Program to students.
2.
RESPONSIBILITIES OF FACILITY
2.1
Access. Facility shall permit nonexclusive access to Facility’s premises for
practice-based learning to instructors and students designated by University as
participating in the Program, provided such access does not unreasonably interfere with
the regular activities at Facility. Facility agrees to provide qualified Students with access
to clinical areas and opportunities for patient care as appropriate to the level of
understanding and education of such students and as appropriate to the provision of
quality care to and privacy of Facility patients. Facility’s Program Administrator,
designated from time-to-time by Facility, shall coordinate with University’s Internship
Coordinator, designated from time-to-time by University, for access to Facility’s
facilities. In the event of any deficiencies, incidents, or concerns about any University
Student or instructor, the Facility Program administration shall bring such deficiencies,
incidents, or concerns to the University Program administration as soon as reasonably
possible.
2.2
Oversight Obligations.
Facility retains professional and administrative
responsibility for services rendered to its patients as a condition of licensure required by
Title 22, California Code of Regulations §70713, and any other applicable regulations or
statutes.
2.3
Confidentiality of School Records. No agent, employee, or representative of
Facility shall have access to or have the right to review any Student records, except where
necessary in the regular course of the Internship. Facility shall instruct its agents,
employees, and representatives to maintain the confidentiality of any and all Student
records and other information received about Students, which includes not discussing,
disclosing or transmitting any such information, in accordance with the requirements of
the federal Family Educational Rights and Privacy Act (“FERPA”), 20 U.S.C. § 1232g,
and comparable California statutes.
2.4
Licensure and Accreditation. Facility shall maintain its facilities to conform to
the requirements of the California Department of Health Services and, in addition, for
acute care facilities, the Joint Commission on Accreditation of Health Care
Organizations.
21
2.5
Space and Storage. Facility agrees to provide Students with working space within
Facility and an amount of storage reasonably necessary for University’s instructional
materials for use in the Program.
2.6
Removal of Students. Facility shall have the absolute right to determine who will
administer care to its patients. In the event that any Student or University instructor, in
the sole discretion of Facility, fails to perform satisfactorily, fails to follow Facility
policies, procedures and regulations, or fails to meet Facility standards for health, safety,
security, cooperation or ethical behavior, Facility shall have the right to request that
University withdraw such Student or instructor from Facility. University shall comply
with Facility’s request within five (5) days of receipt of notice from Facility.
Notwithstanding the foregoing, in the event of any emergency or if any Student or
instructor represents a threat to patient safety or personnel, Facility may immediately
exclude such Student or instructor from Facility until final resolution of the matter with
University.
2.7
Policies and Procedures. Facility shall make available to Students and University
instructors copies of the policies, procedures, rules and regulations of the Facility to
which the Students and instructors must adhere.
2.8
Insurance. Facility shall maintain professional and general liability insurance
coverage at a minimum of One Million Dollars ($1,000,000) per occurrence and Three
Million Dollars ($3,000,000) in aggregate throughout the term of this Agreement.
Facility will provide a Certificate of Insurance to University upon execution of this
Agreement and, annually, every year thereafter throughout the term of this Agreement.
2.9
First Aid. Within its capacity, Facility shall provide any necessary emergency
health care or first aid for a Student or instructor in the event that an accident occurs at
Facility. Any emergency health care or first aid provided by Facility shall be billed to the
Student or, for instructors, to the University, at Facility’s normal billing rate for privatepay patients. Except as provided in this Section, Facility shall have no obligation to
furnish medical or surgical care to any Student or instructor.
3.
RELATIONSHIP OF THE PARTIES
3.1
Term. This Agreement shall commence on the Effective Date stated above and
shall remain in full force and effect for three years, unless otherwise terminated as
provided in this Section 3.
3.2
Termination. Either party may terminate this Agreement, with or without cause,
upon thirty (30) days prior written notice to the other party. However, to the extent
reasonably possible, Facility shall schedule its termination to minimize interference with
a Student’s Practicum training and to allow completion of the Student’s training who, as
22
of the date of any notice of termination by Facility, was satisfactorily participating in the
Program at the Facility.
3.3
Relationship of Parties. Nothing in this Agreement is intended nor shall be
construed to create between Facility and University an employer/employee relationship, a
joint venture relationship, or a lease or landlord/tenant relationship. Also, Students shall
maintain the status of learners, and neither this Agreement nor any acts pursuant to it
shall be deemed to create an employment or agency relationship between Facility and any
Student or instructor. Therefore, the parties understand and agree that Facility is not
responsible in any way, directly or indirectly for any employment-related benefits for
Students or instructors. Such benefits not covered include, but are not limited to, salaries,
vacation time, sick leave, Workers’ Compensation, and health benefits. The sole interest
of Facility is to use its best efforts to assure that services are performed in a competent
and satisfactory manner.
3.4
Role of Students. It is not the intention of University or Facility that any Student
occupy the position of third-party beneficiary of any obligations assumed by Facility or
University pursuant to this Agreement.
3.5
Publicity. Neither University nor Facility shall cause to be published or
disseminated any advertising materials, either printed or electronically transmitted, which
identifies the other party or its facilities with respect to the Program, without the prior
written consent of the other party.
3.6
Records. It is understood and agreed that all records, other than Student
evaluation records and information, shall remain the property of Facility. Student records
shall remain the property of University.
3.7
Indemnification. Each party will indemnify, defend, and hold harmless the other
party (including officers, employees and agents) against all claims, liabilities, damages
and costs (including attorneys’ fees) arising from or in any way related to this Agreement
caused by that party’s breach of this Agreement, inaccuracy of representations, or
conduct, whether negligent, reckless or intentional. Neither termination of this
Agreement nor completion of the acts to be performed pursuant to it shall release
University and/or Facility from their obligations to indemnify as to any claim or cause of
action asserted, so long as the event upon which such claim or cause of action is
predicated shall have occurred prior to the effective date of any such termination or
completion.
4.
GENERAL PROVISIONS
4.1
Amendment. This Agreement may be amended only in writing, signed and dated
by the parties’ authorized representatives.
23
4.2
Assignment. Neither party shall assign its rights or delegate its duties under this
Agreement without the prior written consent of the other party.
4.3
Entire Agreement. This Agreement contains the full and complete agreement
between the parties hereto regarding the subject matter hereof and supersedes any and all
previous and contemporaneous agreements whether oral or written between the parties
hereto.
4.4
Jurisdiction. This Agreement is made and entered into in the state of California
and shall in all respects be interpreted, enforced and governed by and under the laws of
the state of California.
4.5
Notices. Any and all notices required or permitted by this Agreement shall be
deemed to have been duly given if written and mailed by United States registered or
certified mail and addressed as follows:
If to Facility:
_________________________
_________________________
_________________________
_________________________
_________________________
If to University:
Richard Carter
Vice Chancellor, Business Operations
National University
11355 North Torrey Pines Road
La Jolla, California 92037-1011
4.6
Severability. Any term or provision of this Agreement which is invalid or
unenforceable by virtue of any statute, ordinance, court order, final administrative action
or otherwise, shall be ineffective to the extent of such invalidity or unenforceability
without rendering invalid or unenforceable the remaining terms and provisions of this
Agreement.
4.7
Waiver. No assent or waiver, express or implied, of any breach of any one or
more of the terms of this Agreement shall be deemed to be taken to be a waiver of any
other term or condition or assent to continuation of such breach.
24
IN WITNESS WHEREOF, this Agreement has been executed by the parties hereto as of
the day and year first written above.
Facility:
________________________________
By:______________________________
__________________________
Its _______________________
University:
NATIONAL UNIVERSITY,
a non-profit, public benefit corporation
By: _____________________________
Richard Carter
Its Vice Chancellor, Business Operations
Last Updated April 23, 2007
25
PBL- 01
Student Responsibilities Agreement
Date:
Degree Program:__________________________________
Student Name:
______ _____ ID Number: _______________________
To successfully complete the Practice-Based Learning Experience, I am expected to:
Three Months Prior to Placement
1. Attend a PBL orientation meeting with the Internship Coordinator.
2. Review the PBL Student Handbook and sign the Student Responsibilities Form indicating
my understanding of the student responsibilities in the PBL placement (Form PBL-1).
3. Complete and submit a needs assessment (Form PBL-2) that will facilitate my
placement.
4. Review the list of approved PBL sites. Non-approved sites may also be considered based
on individual needs and circumstances.
5. Submit Form PBL-3 to request placement in two organizations.
6. Contact the Internship Coordinator to confirm availability of placement site (s).
Two Months Prior to Placement
8.
Schedule and complete an interview at each requested PBL site approved by the
Internship Coordinator.
9.
Provide feedback from each interview to the Internship Coordinator (Form PBL-4).
10. Receive my placement decision from the Internship Coordinator.
11. Request reconsideration of my placement if certain requirements for hardship are met.
12. Receive final decision concerning placement in a PBL site.
One Month Prior to Placement
13. Complete a preliminary meeting with their PBL Internship Preceptor to specify anticipated
projects/activities during the PBL placement.
14. Communicate with the SLT to complete the ISLP.
26
15. Student must contact the Internship Preceptor r to make any necessary arrangements to
begin placement (e.g., parking, identification, etc).
Final Placement
16. Attend the first day of the PBL experience.
I, ___________________, have reviewed the steps required to successfully complete the
Practice-Based Learning Experience and accept responsibility for completing all related tasks.
___________________________________
(Signature)
27
Form PBL- 02 A
Student Name:
Date:
Degree Program:
Most recent GPA:
SELF EVALUATION
Please use the following scale to rate your competency on each of the program learning
outcomes listed below. Circle the number that best represents your competence to perform the
learning outcome.
1
Not competent
2
Need improvement
3
Competent
4
Above Average
5
Excellent
Solve complex problems in a healthcare environment by employing analytical skills
1
2
3
4
5
Establish strategic priorities of a healthcare organization in line with the needs and values of the
community it serves
1
2
3
4
5
Conduct financial analysis, explain financial and accounting information, and make long-term
investment decisions for a healthcare organization
1
2
3
4
5
Apply healthcare management concepts for healthcare organizations
1
2
3
4
5
Utilize administrative and clinical information technology and decision-support tools in process
and performance improvement
1
2
3
4
5
Incorporate the principles of quality management for improving outcomes in healthcare
organizations
1
2
3
4
5
4
5
Synthesize best practices in healthcare leadership
1
2
3
. Evaluate the ethical, legal, and regulatory requirements of the healthcare industry
1
2
3
4
5
Competencies that I wish to further develop in the PBL experience (provide
numbers):
28
Form PBL- 02 B
Student Name:
Date:
Degree Program:
Master of Public Health with Specialization in Health Promotion
Most recent GPA:
SELF EVALUATION
learning outcome.
1
Not competent
2
Need improvement
3
Competent
4
Above Average
5
Excellent
Analyze and interpret health data
1
2
3
4
5
Describe the distribution and determinants of disease, disabilities and deaths in human
populations
1
2
3
4
5
Evaluate the environmental factors that affect the health of a community
1
2
3
4
5
Analyze the planning, organization and policies of healthcare organizations
1
2
3
4
5
Apply the concepts and methods of social justice and social and behavioral sciences relevant to
the identification and solution of public health problems
1
2
3
4
5
29
SELF EVALUATION (CONTINUED)
learning outcome.
1
Not competent
2
Need improvement
3
Competent
4
Above Average
5
Excellent
Assess individual and community needs for health education
1
2
3
4
5
Plan health education strategies, interventions, and programs
1
2
3
4
5
Implement health education strategies, interventions, and programs
1
2
3
4
5
4
5
4
5
4
5
Conduct evaluation related to health education
1
2
3
Administer health education strategies and interventions
1
2
3
Serve as a health education resource person
1
2
3
Communicate and advocate for health and health education
1
2
3
4
5
Apply appropriate research principles and techniques in health education
1
2
3
4
5
numbers):
30
Form PBL- 02 C
Student Name:
Date:
Degree Program:
Master of Public Health with Specialization in Mental Health
Most recent GPA:
SELF EVALUATION
learning outcome.
1
Not competent
2
Need improvement
3
Competent
4
Above Average
5
Excellent
Analyze and interpret health data
1
2
3
4
5
Describe the distribution and determinants of disease, disabilities and deaths in human
populations
1
2
3
4
5
Evaluate the environmental factors that affect the health of a community
1
2
3
4
5
Analyze the planning, organization and policies of healthcare organizations
1
2
3
4
5
Apply the concepts and methods of social justice and social and behavioral sciences relevant to
the identification and solution of public health problems
1
2
3
4
5
31
SELF EVALUATION (CONTINUED)
learning outcome.
1
Not competent
2
Need improvement
3
Competent
4
Above Average
5
Excellent
Assess the social, political, and environmental context of mental health in relation to public health
practice
1
2
3
4
5
4
5
4
5
4
5
Plan mental health interventions, and programs
1
2
3
Plan the implementation of mental health programs
1
2
3
Conduct evaluation related to mental health
1
2
3
Relate fundamental principles of epidemiology to mental and substance abuse disorders
1
2
3
4
5
Apply appropriate research principles and techniques to mental health
1
2
3
4
5
4
5
Advocate for mental health in communities
1
2
3
numbers):
32
Form PBL- 03 A
Name:_________________________________________
Date:
Degree Program: Master of Healthcare Administration
Proposed internship months (circle 1 or 2): Jan Feb March April May June July
Aug Sept Oct Nov Dec
Proposed Internship Experiences (place checks):
□ Plan, develop, implement and evaluate a specific organizational goal or activity
□ Implement a new organizational policy or procedure
□ Liaison between placement organization and a community agency
□ Analyze a specific operating/management problem and recommend solutions
□ Formulate or evaluate budgets
□ Develop and/or promote a marketing idea/program
□ Implement a strategic healthcare-related business plan
□ Communicate information about programs and/or services through public forums or media
□ Develop a job market analysis for a specific healthcare organization
□ Develop a survey, administer, and create report of population needs concerning a specific issue
□ Prepare materials to support community activities, education programs, and/or marketing
functions
□ Plan and implement in-service training for organization employees
□ Develop health education programs and implement the program
□ Plan, organize, and support a facility’s accreditation
□ Develop and implement quality assurance measures within a facility
□ Plan, organize, and support a facility’s risk management plan
Preferred Organization/Department (order of preference):
1.
_______________________________________________________________
2.
_______________________________________________________________
3.
_______________________________________________________________
33
Form PBL- 03 B
Name:_________________________________________
Date:
Degree Program: Master of Public Health
Proposed internship months (circle 1 or 2):
Jan Feb March April May June July Aug Sept Oct Nov Dec
Proposed Internship Experiences (place checks):
□ Develop health education programs and implement the program
□ Evaluate an existing health education program
□ Implement a new health education program
□ Liaison between placement organization and a community agency
□ Analyze a specific public health problem and recommend solutions
□ Develop and/or promote a marketing idea/program
□ Communicate information about programs and/or services through public forums or media
□ Develop a survey, administer, and create report of population needs concerning a specific public
health issue
□ Prepare materials to support community activities, education programs, and/or marketing
functions
□ Analyze and interpret health data for an agency
Preferred Organization/Department (order of preference):
1.
_______________________________________________________________
2.
_______________________________________________________________
3.
_______________________________________________________________
34
PBL- 04
Placement Interview: The Student
Name:____________________________________
Date:
Degree Program: ___________________________
THE INTERVIEW
Name of organization:________________________
Date of interview:_______________
Name of interviewer:_________________________
Title:_________________________
SELF EVALUATION
Please rate your interview performance using the following ratings scale.
1
Strongly disagree
2
disagree
3
neutral
4
agree
5
strongly agree
During the interview, I
1. Communicated effectively
1
2
3
4
5
2. Dressed and acted professionally
1
2
3
4
5
3. Answered questions effectively
1
2
3
4
5
4. Was adequately prepared
1
2
3
4
5
5. Made a positive impression
1
2
3
4
5
How I could have improved my interview:
Based on the interview, my preference for this placement site is now ranked:
1
2
3
(circle one)
35
PBL- 05
Placement Interview: The Internship Preceptor
Name:____________________________________
Date:
Organization:______________________________
Title:_______________________
Number of prior mentees from National University: ______Other universities: ______
THE INTERVIEW
Name of student____________________________
Date of interview:_______________
EVALUATION OF STUDENT
Please rate the interview performance of the student using the following ratings scale.
1
Strongly disagree
2
disagree
3
neutral
4
agree
5
strongly agree
For the interview, the student
1. Communicated effectively
1
2
3
4
5
2. Dressed and acted professionally
1
2
3
4
5
3. Answered questions effectively
1
2
3
4
5
4. Prepared appropriately
1
2
3
4
5
5. Made a positive impression
1
2
3
4
5
How the student could have improved the interview:
36
PBL- 06
Individual Student Learning Plan (ISLP)
STUDENT
Name:___________________________________
Date:
Degree Program: __________________________
Placement:_______________________
MENTOR
Name:___________________________________
Title:____________________________
Address:______________________________________________________________________
Office phone:_____________________________
Cell phone:_______________________
E-mail:___________________________________
STUDENT PROFILE (from Student Needs Assessment)
Above average competencies
1. ____________________________________
2. ____________________________________
3. ____________________________________
4. ____________________________________
5. ____________________________________
6. ____________________________________
Competencies needing improvement
1. ____________________________________
2. ____________________________________
3. ____________________________________
4. ____________________________________
5. ____________________________________
6. ____________________________________
37
Statement of Professional Goal(s)
INDIVIDUAL STUDENT LEARNING PLAN
Learning Outcome
PBL Activity
Evidence of success
1.
2.
3.
4.
5.
6.
7.
8.
38
Arrangements
Placement Dates:
Start____________
Finish______________
Placement Location:____________________________________
On-site schedule:
Days of the week
M
T
W
Th
F
Variable
Time of the day:
Start______
Finish______
Variable
To be completed before placement begins:
1. ___________________________________________________________
2. ___________________________________________________________
3. ___________________________________________________________
4. ___________________________________________________________
None
We, the members of the Student Learning Team for ______________________________,
have reviewed his/her Individual Student Learning Plan and agree to implement the conditions
established in the Plan.
SIGNATURES
Student:___________________________________
Date:_________________
Internship Preceptor:____________________________ Date:_________________
Internship Coordinator:__________________________ Date:_________________
39
PBL- 07
Journal of PBL Activity
Name: ______________________________________
Date
Activity
Reflections
40
PBL- 08
Summative Self-Reflection
Name:___________________________________
Date:
Placement Site: ______________________________ Internship Preceptor:__________________________
The summative self-reflection is an opportunity to describe and document your growth as a
professional during the PBL experience. These reflective essays should summarize your feelings
and findings across the myriad of experiences you encountered during the PBL placement. The
essay should not be a list of facts and figures. Please provide thoughtful responses to the
following questions.
Note: Essays should be attached to this cover sheet. Each essay should include an introduction,
body, and conclusion.
Essay 1: Describe how your PBL experience has deepened your ability to communicate and
interact with other health professionals.
Essay 2: Reflect on how your competency as a health professional has developed through the
PBL experience.
Essay 3: Describe how the PBL experience changed your understanding of the health
profession. Provide examples of lessons learned.
Essay 4: Reflect on problems you encountered in the workplace where solutions involved critical
analysis and application of professional literature to arrive at a solution.
Essay 5: Reflect on each of the learning outcomes listed in your ISLP. Have you achieved the
learning outcome? Describe how specific PBL experiences facilitated your achievement of the
learning outcome.
Essay 6: Based on your self-assessed level of professional competency, develop a five-year
professional development plan that will advance your competencies as a health leader .
41
PBL- 09
Internship Preceptor Evaluation
Student(s) Name:
_____ ___________ Date:
Your Name:_____________________________Organization:______________________
Please summarize your assessment of the student’s growth and development as a professional.
Please rate the performance of the student on each of the learning outcomes listed on the
attached Individual Student Learning Plan. Please use the following rating scale.
1
Unacceptable
2
Below Average
3
Average
4
Above Average
5
Excellent
1.
1
2
3
4
5
2.
1
2
3
4
5
3.
1
2
3
4
5
4.
1
2
3
4
5
5.
1
2
3
4
5
6.
1
2
3
4
5
7.
1
2
3
4
5
8.
1
2
3
4
5
Please summarize your assessment of the student’s professional growth and
development during the PBL experience:
42
PBL-10
Internship Coordinator Evaluation
Student(s) Name:
_____ ___________ Date:
Mentor’s Name:_____________________________Organization:______________________
1
Unacceptable
2
Below Average
3
Average
4
Above Average
5
Excellent
1.
1
2
3
4
5
2.
1
2
3
4
5
3.
1
2
3
4
5
4.
1
2
3
4
5
5.
1
2
3
4
5
6.
1
2
3
4
5
7.
1
2
3
4
5
8.
1
2
3
4
5
43
PBL-11
Team Member Evaluation
Student(s) Name:
_____ ___________ Date:
Your Name:_____________________________Organization:______________________
1
Unacceptable
2
Below Average
3
Average
4
Above Average
5
Excellent
1.
1
2
3
4
5
2.
1
2
3
4
5
3.
1
2
3
4
5
4.
1
2
3
4
5
5.
1
2
3
4
5
6.
1
2
3
4
5
7.
1
2
3
4
5
8.
1
2
3
4
5
44
45
COH 692: Public Health Capstone Project
Grading Rubric
Abstract
ILO#3: Display
mastery of
knowledge and
skills in a
discipline.
Introduction
PLO #2: Describe
the distribution
and determinants
of disease,
disabilities and
deaths in human
populations
ILO#3: Display
mastery of
knowledge and
skills in a
discipline.
OUTSTANDING
ACHIEVEMENT
5%
COMMENDABLE
ACHIEVEMENT
4%
MARGINAL
ACHIEVEMENT
3%
UNSATISFACTORY
FAILING
2%
0%
Clearly and
concisely
summarizes the
research
questions,
methodology,
results, discussion
and conclusion.
10%
Clearly and
concisely
summarizes the
research with
some sections
excluded.
Summarizes the
research with
many sections
excluded.
Includes an
introductory
paragraph without
describing the
findings.
missing
7.5%
5%
2.5%
0%
Expresses the
rationale,
significance, and
context of the
research being
conducted.
Expresses the
rationale and
significance of the
research being
conducted without
offering
contextual
statements.
Expresses
rationale of
research being
conducted without
statements of
significance and
context.
Introduces the
subject of the
research without
rationale,
significance or
context.
missing
Literature Review
15%
PLO#3: Evaluate
the environmental
factors that affect
the health of a
community
Represents a
broad to narrow
organization of all
relevant
professional
literature related
PLO#4: Analyze
to the study
the planning,
question.
organization,
Seamlessly
administration and synthesizes the
policies of
literature findings
healthcare
into a cohesive
organizations.
essay.
10.75%
7.5%
3.25%
0%
Represents a
broad to narrow
organization of all
relevant
professional
literature related
to the study
question.
Findings remain
independent
without adequate
synthesis.
Represents a
disorganized
presentation of
most relevant
professional
literature related
to the study
question.
Findings remain
independent
without adequate
synthesis.
Represents a
disorganized
presentation of
limited relevant
professional
literature related
to the study
question.
Findings remain
independent
without adequate
synthesis.
missing
ILO#3: Display
mastery of
knowledge and
skills in a
discipline.
Methodology
15%
10.75%
7.5%
3.25%
0%
PLO #1 Analyze
and Interpret
health data
Gives enough
detail so that the
reader has a clear
picture of how the
research was
conducted
including step-by-
Reader has a clear
idea of how the
research was
conducted
however, details
are missing.
Reader only gets a
general idea of
how the research
was conducted.
It is unclear to the
reader how the
research was
conducted.
missing
ILO#3: Display
mastery of
knowledge and
skills in a
discipline.
ILO#6:Utilize
research and
critical thinking to
solve problems
step directions,
instruments,
measurements,
sampling, and
tests of statistical
and clinical
significance.
Results
15%
10.75%
7.5%
3.25%
0%
PLO #1 Analyze
and Interpret
health data
Includes tables or
graphs that
represent
evaluation of the
study questions or
hypotheses.
Applies the proper
statistical test and
clearly indicates
the confidence
interval or pvalues.
Describes
measurements of
the study
questions or
hypotheses
without tables or
graphs. Applies
the proper
statistical test.
Describes
evaluation of
study questions or
hypotheses in
general terms
without applying
the proper
statistical test.
Does not describe
measurements
that represent
evaluation of the
study questions or
hypotheses.
missing
Discussion
10%
7.5%
5%
2.5%
0%
PLO# 5: Apply the
concepts and
methods of social
Describes how the Describes how
Describes
research could be research could be problems with the
improved in future improved in future research without
Does not describe
problems with the
research. Does not
missing
ILO#3: Display
mastery of
knowledge and
skills in a
discipline.
ILO#6:Utilize
research and
solve problems
justice and social
and behavioral
sciences relevant
to the
identification and
solution of public
health problems.
based on evidence
presented in
results. Clearly
expresses
limitations of
study design.
based on opinion
only. Mentions
some limitations
of the study
design
offering solutions.
Does not clearly
express limitations
of study design.
clearly express
limitations of
study design.
Conclusion
5%
4%
3%
2%
0%
ILO#3: Display
mastery of
knowledge and
Provides a clear
and concise
answer to the
Answers the
Overstates the
research questions significance of the
however,
findings.
Misinterprets the
findings of the
research and
missing
ILO#3: Display
mastery of
knowledge and
skills in a
discipline.
ILO#4:
Demonstrate
cultural and global
awareness to be
responsible
citizens in a
diverse society.
ILO#6:Utilize
research and
solve problems
skills in a
discipline.
research
questions.
conclusion lacks
some clarity.
makes erroneous
conclusion.
Referencing
5%
4%
3%
2%
0%
ILO#1: Apply
information
literacy skills
necessary to
support
continuous,
lifelong learning.
Citations and
references are in
proper APA
format. Ample
sources are cited.
All claims are
supported with a
professional
reference.
Citations and
references are in
proper APA
format. Ample
sources are cited.
Some claims leave
the reader looking
for a reference.
Citations and
references are in
proper APA
format. Ample
sources are cited.
Many claims leave
the reader looking
for a reference.
Citations and
references are
limited, missing or
incorrect.
Citations and
references are
missing or
incorrect.
20%
15%
10%
5%
0%
The paper is well
organized both
overall and at the
paragraph level.
The paper is well
organized, but the
paragraphs
structure may
The paper is
basically well
organized, though
individual
The paper is
poorly organized.
Some sentences
may be so
The paper lack
clarity. The
language or
sentence structure
ILO#6:Utilize
research and
solve problems
ILO#5:
Demonstrate
professional ethics
and practice
academic
integrity.
Writing
organization and
style
ILO#2:
Communicate
effectively in
writing.
Sentences are
smooth and
carefully crafted.
There are virtually
no errors in
punctuation,
spelling, grammar
or usage.
sometimes be
disjointed. The
paper may have a
few awkward
passages and a
few errors in
punctuation,
spelling, grammar
and usage.
paragraphs may
be disjointed or
misplaced. The
writing is
competent, but
often wordy,
overly general,
imprecise or trite.
confused that
their meaning
does not clearly
emerge. Words
may be imprecise,
incorrect, trite or
vague.
is so muddled as
to be unclear in
several spots.
Errors in
punctuation,
spelling, grammar
and usage are
highly distracting.
Paper relies on
generalizations.
rev.10/10/2011
NATIONAL UNIVERSITY
Multi-year assessment Plan
Program Title: MASTER OF PUBLIC HEALTH (ON-LINE DELIVERY)
Assessment Plan
Note: All PLOs are assessed every year to comply with the Council on Education for Public Health accreditation
Assessment Plan Date: 2011
Program Start (academic year): 2012
Year
PLO
5 Year review (Due or date) 2018
Last MOA implemented: N/A
Means
Direct
FY 2013
2014
2015
2016
2017
#1. Analyze and
interpret health data.
COH 602
Biostatistics
Exam
Questions
from CPH
Exam
Program level;
Direct - Exam
Target
Indirect
Acceptable
Target: An
acceptable
target would
be for 80% of
MPH
students to
answer 14 of
the 20
questions
correctly.
Ideal
Target: An
ideal target
would be for
90% of MPH
students to
answer all 20
Evidence Collection
Items
Process
Location
Twenty
validated
practice
questions that
are used for
the national
'Certified in
Public Health
Exam' were
selected as a
signature
assignment.
These
questions
related to pvalues, t-tests,
degrees of
freedom and
Lead Faculty
imbeds Quiz onto
each eCollege
course shell.
Answers to those
particular
questions are
compiled using
‘test statistics’
function.
Program Lead
faculty enters the
results into the
Assessment
Findings in AMS.
Data will be
disaggregated for
onsite and online.
Findings are
recorded in
AMS with
two backup
collections of
data in
eCollege and
Nu-FAST.
COH 606
Epidemiology
Questions
from CPH
Exam
Program level;
Direct - Exam
questions
correctly.
interpretation
of p-values, are
given as an online quiz.
Acceptable
Target: An
acceptable
target is that
80% of MPH
students will
correctly
answer 14 of
the 20
questions
correctly.
Ideal
Target: An
ideal target
is that 90%
of the MPH
students
answer all 20
of the
questions
correctly.
Twenty
validated
questions
taken from the
practice exam
for the national
'Certified in
Public Health'
Exam were
selected as a
signature
assignment.
These
questions
related to
randomized
control trials,
selecting the
appropriate
approaches to
analyzing data
according to
study design,
sensitivity and
specificity of
screening tests,
Lead Faculty
imbeds questions
into an online
quiz that is
uploaded into
each eCollege
shell. Answers to
those particular
questions are
compiled using
the ‘test
statistics’
function.
Program Lead
faculty enters the
results into the
Assessment
Findings in AMS.
Data will be
disaggregated for
onsite and online.
Findings are
recorded in
AMS with
two backup
collections of
data in
eCollege and
NU-FAST.
predictive
value of a
screening test,
study designs
and their
appropriate
measures of
effect, are
embedded as a
quiz in COH
606:
Epidemiology.
COH 692:
Public Health
Capstone
Project:
Chapter 4Results
Program level;
Direct-Thesis
Acceptable
Target: 80%
of the MPH
students will
receive a
grade of
10.75% or
higher on the
results
chapter of
their project
in COH 692.
Ideal Target:
90% of MPH
students will
receive a
grade of
10.75% or
All MPH
students are
required to
produce a 5chapter
capstone
project that
reports on
original
research or
secondary
analysis of
existing data.
Analysis and
interpretation
of the data is
presented in
the results
The instructor, 2
additional
readers, The
Department Chair
and the Dean
approve of the
final draft of the
capstone project.
The instructor
completes the
grading rubric
and a report is
sent to the
Program lead
Faculty. Program
Lead faculty
enters the results
into the
Findings are
recorded in
AMS with
two backup
collections of
data in
eCollege and
NU-FAST.
Bound
capstone
projects are
on-file in the
Department
of
Community
Health
office.
Student
Perception
of
Preparation
Survey
Program
level;
Indirect Survey
higher on the
results
chapter of
their project
in COH 692.
chapter. This
requires the
student to
accurately
report
descriptive and
analytical
statistics.
Assessment
Findings in AMS.
Data will be
disaggregated for
onsite and online.
Acceptable
Target: An
acceptable
target is that
the average
score is
greater than
4, indicating
a high level
of
preparation.
Ideal
Target: The
ideal target
is that the
average
score that
MPH
students
self-select is
greater than
4.5 indicating
When students
are enrolled in
the capstone
project (usually
the final
course) they
complete a
survey that
assesses their
preparation in
all PLOs. For
outcome #1,
they are asked
to rate their
preparation to
analyze and
interpret
health data
using a scale of
1 to 5 (5= most
prepared).
Capstone
coordinator
distributes the
survey to
students at the
beginning of the
course. Results
are compiled and
sent to the
Program Lead
Faculty who
enters the data
into the
Assessment
Findings in AMS.
Data will be
disaggregated for
onsite and online.
Findings are
recorded in
AMS with
two backup
collections of
data in
eCollege and
NU-FAST.
the highest
level of
preparation.
FY 2013
2014
2015
2016
2017
#2. Describe the
distribution and
determinants of
disease,
disabilities and death in
human populations
COH 601 Data
Analysis
Assignment:
Low, Middle
and High
Income
Nations
Program level;
Direct Student
Artifact
Acceptable
Target: An
acceptable
target is that
80% of the
MPH
students will
earn a grade
of 80% or
higher on
this
assignment.
Ideal
Target: An
ideal target
is that 90%
of the MPH
students
earn a grade
of 90% or
higher on
this
assignment.
Students
enrolled in
COH 601:
Global Public
Health, prepare
a comparison
of 5 health
indicators for
three selected
nations, one
low-income,
one middleincome and
one-high
income nation.
This requires
them to use
the WHO and
CIA websites to
collect the data
and make
appropriate
comparisons.
The grading
rubric for this
assignment
Instructor
includes this
assignment in
COH 601 and
grades the
assignment using
the standard
rubric. Results
for each class are
complied and
given to the
Program Lead
Faculty who
enters the data
into the
Assessment
Findings in AMS.
Data will be
disaggregated for
onsite and online.
Findings are
recorded in
AMS with
two backup
collections of
data in
eCollege and
NU-FAST.
establishes
total
percentage
grades.
COH 692
Public Health
Capstone
Project
Program level;
Direct - project
Acceptable
Target: 80%
of the MPH
students will
produce a 5chapter
capstone
project that
receives a
grade of
Satisfactory
or Honors
within 6
months of
enrollment
in COH 692.
Ideal Target:
90% of MPH
students will
produce a 5chapter
capstone
project that
receives a
grade of
Satisfactory
All MPH
students are
required to
produce a 5chapter
capstone
project that
reports on
original
research or
secondary
analysis of
existing data.
An analytical
description of
the distribution
and
determinants
of disease,
disabilities and
death in a
human
population is
essential in
determining
the need for
The instructor, 2
additional
readers, The
Department Chair
and the Dean
approve of the
final draft of the
capstone project.
The instructor
completes the
grading rubric
and a report is
sent to the
Program lead
Faculty. Program
Lead faculty
enters the results
into the
Assessment
Findings in AMS.
Data will be
disaggregated for
onsite and online.
Findings are
recorded in
AMS with
two backup
collections of
data in
eCollege and
NU-FAST.
Bound
capstone
projects are
on-file in the
Department
of
Community
Health
office.
Selfperception
of
preparation
survey
Program
level;
Indirect Survey
or Honors
within 6
months of
enrollment
in COH 692.
the project as
well as the
validity of the
research
question and
findings.
Acceptable
Target: An
acceptable
target is that
the average
selfperception
score is
greater than
4, indicating
a high level
of
preparation.
Ideal
Target: An
ideal target
is that the
average selfperception
score is
greater than
4.5,
indicating
the highest
Students who
are enrolled in
COH 692:
Public Health
Capstone
Project (usually
the final
course)
complete a
survey that
assesses their
perception of
preparation of
all PLOs. For
this outcome
students are
asked to rank
their own
ability to
describe the
distribution
and
determinants
of disease,
Capstone
coordinator
distributes the
survey to
students at the
beginning of the
course. Results
are compiled and
sent to the
Program Lead
Faculty who
enters the data
into the
Assessment
Findings in AMS.
Data will be
disaggregated for
onsite and online.
Findings are
recorded in
AMS with
two backup
collections of
data in
eCollege and
NU-FAST.
FY 2013
2014
2015
2016
2017
#3. Evaluate the
environmental factors
that affect the health of
a community.
COH 603
Presentation
on noncommunicable
disease
Program level;
Direct Presentation
level of
preparation.
disabilities and
death in
human
populations
using a scale of
1-5 (5= very
confident in
their
preparation).
Acceptable
Target: An
acceptable
target is the
80% of the
MPH
students
earn a total
grade of 80%
or higher.
Ideal
Target: An
ideal target
is that 90%
of the MPH
students
earn a total
grade of 90%
or higher.
Students
enrolled in
COH 603:
Public Health
Biology are
required to
presentation
focusing on a
noncommunicable,
chronic disease
of great
significance in
the United
States.
Students are
required to
analyze the
environmental
and
occupational
Instructor
includes this
assignment in
COH 603 and
grades the
assignment using
the standard
rubric. Results
for each class are
complied and
given to the
Program Lead
Faculty who
enters the data
into the
Assessment
Findings in AMS.
Data will be
disaggregated for
onsite and online.
Findings are
recorded in
AMS with
two backup
collections of
data in
eCompanion
and NUFAST.
risk factors that
contribute to
the incidence
and prevalence
of the disease.
Students are
given a grade
using a total
percentage.
COH 608
Public Health
and the
Environment
Presentation
Program level;
Direct Presentation
Acceptable
Target: An
acceptable
target is that
80% of the
MPH
students
earn a total
percent of
80% or
higher.
Ideal
Target: An
ideal target
is that 90%
of the MPH
students
earn 90% or
higher.
Students
enrolled in
COH 608:
Public Health
and the
Environment
are required to
prepare and
deliver a
presentation
(using ClassLive
Pro)describing
a current
environmental
health issue
(signature
assignment).
The rubric
created for this
assignment
contains
Instructor
includes this
assignment in
COH 608 and
grades the
assignment using
the standard
rubric. Results
for each class are
complied and
given to the
Program Lead
Faculty who
enters the data
into the
Assessment
Findings in AMS.
Data will be
disaggregated for
onsite and online.
Findings are
recorded in
AMS with
two backup
collections of
data in
eCollege and
NU-FAST.
evaluations of
background
material,
balance of
issue positions,
professionalism
of sources,
referencing as
well as
delivery. A
portion of the
rubric is
evaluated by
the other
students. The
grading results
in a total
percent grade.
Selfperception
of
preparation
survey
Program
level;
Indirect Survey
Acceptable
Target: An
acceptable
target is that
the average
score is 4 or
higher,
indicating a
high level of
preparation.
Ideal
Target: An
Students who
are enrolled in
COH 692:
Public Health
Capstone
Project (usually
the final
course)
complete a
survey that
assesses their
perception of
Capstone
coordinator
distributes the
survey to
students at the
beginning of the
course. Results
are compiled and
sent to the
Program Lead
Faculty who
enters the data
Findings are
recorded in
AMS with
two backup
collections of
data in
eCollege and
NU-FAST.
FY 2013
2014
2015
2016
2017
#4. Analyze the
planning, organization,
administration and
policies of health care
organizations.
COH 612
Legislative
Initiative
Report
Program level;
Direct Student
Artifact
ideal target
is that the
average
score is
greater than
4.5,
indicating
the highest
level of
preparation.
preparation of
all PLOs. For
this outcome
students are
asked to rank
their own
ability to
evaluate the
environmental
factors that
affect the
health of a
community
using a scale of
1-5 (5= very
confident in
their
preparation).
into the
Assessment
Findings in AMS.
Data will be
disaggregated for
onsite and online.
Acceptable
Target: An
acceptable
target is that
80% of MPH
students
earn a grade
of 80% or
higher on
this
assignment.
Ideal
Students in
COH 612:
Health Policy
and Advocacy
are required to
prepare a
political
advocacy
activity that
analyzes a
proposed state
or national-
Instructor
includes this
assignment in
COH 612 and
grades the
assignment using
the standard
rubric. Results
for each class are
complied and
given to the
Program Lead
Findings are
recorded in
AMS with
two backup
collections of
data in
eCollege and
NU-FAST.
HCA 600
Sample CPH
exam
questions
related to
healthcare
organizations
Program level;
Target: An
ideal target
is that 90%
of MPH
students
earn a grade
of 90% or
higher on
this
assignment.
level bill that
affects public
health. The
rubric created
for this
assignment
evaluates the
background
and history of
similar policies
as well as the
strategic plan
for advocating
for the
enactment of
the proposed
law. The
legislative
initiative report
is graded using
a total
percentage.
Faculty who
enters the data
into the
Assessment
Findings in AMS.
Data will be
disaggregated for
onsite and online.
Acceptable
Target: An
acceptable
target is that
80% of the
MPH
students
correctly
Twenty
validated
questions
taken from the
sample
'Certified in
Public Health'
exam are
Lead Faculty
imbeds quiz onto
all eCollege shells
for HCA 600.
Answers to those
particular
questions are
compiled using
Findings are
recorded in
AMS with
two backup
collections of
data in
eCollege and
NU-FAST.
Direct - Exam
Selfperception
of
preparation
survey
Program
level;
Indirect Survey
answer 14 of
the 20
questions.
Ideal
Target: An
ideal target
is that 90%
of the MPH
students
correctly
answer all 20
questions.
imbedded HCA
600: US
Healthcare
System as an
on-line quiz.
The questions
relate to
county health
departments'
strategic plans,
leadership
theories and
functions of
health
agencies.
the ‘test
statistics’
function.
Program Lead
faculty enters the
results into the
Assessment
Findings in AMS.
Data will be
disaggregated for
onsite and online.
Acceptable
Target: An
acceptable
target is that
the average
response is 4
or higher,
indicating a
high level of
preparation.
Ideal
Target: An
ideal target
is that the
average
Students who
are enrolled in
COH 692:
Public Health
Capstone
Project (usually
the final
course)
complete a
survey that
assesses their
perception of
preparation of
all PLOs. For
this outcome
Capstone
coordinator
distributes the
survey to
students at the
beginning of the
course. Results
are compiled and
sent to the
Program Lead
Faculty who
enters the data
into the
Assessment
Findings in AMS.
Findings are
recorded in
AMS with
two backup
collections of
data in
eCollege and
NU-FAST.
FY 2013
2014
2015
2016
2017
#5. Apply the concepts
and methods of social
and behavioral sciences
relevant to the
identification and
solution of public health
problems.
COH 601
Cultural
Health Beliefs
Paper
Program level;
Direct Student
Artifact
response is
greater than
4.5,
indicating
the highest
level of
preparation.
students are
asked to rank
their own
ability to
analyze the
planning,
organization
and policies of
healthcare
organizations
using a scale of
1-5 (5= very
confident in
their
preparation).
Data will be
disaggregated for
onsite and online.
Acceptable
Target: An
acceptable
target is that
80% of the
MPH
students
earn a grade
of 80% or
higher on
this paper.
Ideal
Target: An
ideal target
is that 90%
Students
enrolled in
COH 601:
Global Public
Health are
required to
prepare a
paper that
describes a
cultural group
within the
United States
or global, and
their relevant
beliefs, values,
Instructor
includes this
assignment in
COH 601 and
grades the
assignment using
the standard
rubric. Results
for each class are
complied and
given to the
Program Lead
Faculty who
enters the data
into the
Findings are
recorded in
AMS with
two backup
collections of
data in
eCollege and
NU-FAST.
COH 604
Health
Behavior
Presentation
Program level;
Direct Student
Artifact
of MPH
students
earn a grade
of 90% or
higher on
this paper.
attitudes and
health
behaviors. The
rubric created
for this
assignment
evaluates the
clarity of the
writing,
referencing
and
professionalism
of sources as
well as
demonstration
of the concepts
of social and
behavioral
science. The
paper is graded
using a total
percent.
Assessment
Findings in AMS.
Data will be
disaggregated for
onsite and online.
Acceptable
Target: An
acceptable
target is that
80% of MPH
students
earn a grade
of 80% or
Students
enrolled in
COH 604:
Health
Behavior are
required to
prepare and
deliver a
Instructor
includes this
assignment in
COH 604 and
grades the
assignment using
the standard
rubric. Results
Findings are
recorded in
AMS with
two backup
collections of
data in
eCollege and
NU-FAST.
higher on
this
presentation.
Ideal
Target: An
ideal target
is that 90%
of MPH
students
earn a grade
of 90% or
higher on
this
presentation.
presentation
describing a
particular
health
behavior. They
are required to
describe the
prevalence of
the behavior,
risk factors,
negative
consequences,
apply a health
behavior
theory and
describe
methods to
modify the
behavior. The
rubric created
for this
assignment
includes the
professionalism
of the sources
used, the
clarity of the
presentation
and visual aids
as well as a
peer
for each class are
complied and
given to the
Program Lead
Faculty who
enters the data
into the
Assessment
Findings in AMS.
Data will be
disaggregated for
onsite and online.
evaluation. A
total
percentage is
assigned to
each
presentation.
Sample CHES
exam
questions
Program level;
Direct - Exam
Acceptable
Target: An
acceptable
target is that
80% of the
MPH
students
answer 14 of
the 20
questions
correctly.
Ideal
Target: An
ideal target
is that 90%
of the MPH
students
answer all 20
questions
correctly.
Twenty
validated,
sample
questions from
the national
"Certified
Health
Education
Specialist'
exam are
imbedded as
an on-line quiz
in COH 612:
Public Health
Advocacy. The
questions that
relate to health
behavior
theories are
presented in
multiple choice
format.
Lead Faculty
imbeds quiz into
all eCollege shells
for COH 612.
Quiz results are
tabulated using
the ‘test
statistics’
function on
eCollege..
Program Lead
faculty enters the
results into the
Assessment
Findings in AMS.
Data will be
disaggregated for
onsite and online.
Findings are
recorded in
AMS with
two backup
collections of
data in
eCollege and
NU-FAST.
COH 692
Public Health
Acceptable
Target: 80%
All MPH
students are
The instructor, 2
additional
Findings are
recorded in
Capstone
Project
Program level;
Direct - project
of the MPH
students will
produce a 5chapter
capstone
project that
receives a
grade of
Satisfactory
or Honors
within 6
months of
enrollment
in COH 692.
Ideal Target:
90% of MPH
students will
produce a 5chapter
capstone
project that
receives a
grade of
Satisfactory
or Honors
within 6
months of
enrollment
in COH 692.
required to
produce a 5chapter
capstone
project that
reports on
original
research or
secondary
analysis of
existing data.
An application
of the concepts
of social justice
and social and
behavioral
science
relevant to the
identification
and solution of
public health
problems is an
essential
component of
the capstone
project.
readers, The
Department Chair
and the Dean
approve of the
final draft of the
capstone project.
The instructor
completes the
grading rubric
and a report is
sent to the
Program lead
Faculty. Program
Lead faculty
enters the results
into the
Assessment
Findings in AMS.
Data will be
disaggregated for
onsite and online.
AMS with
two backup
collections of
data in
eCollege and
NU-FAST.
Bound
capstone
projects are
on-file in the
Department
of
Community
Health
office.
Internship
Preceptor
Survey
Program
level;
Indirect Survey
Acceptable
Target: An
acceptable
target is that
the average
response by
the
preceptors
to this
question is 4
or greater,
indicating a
high level of
preparation.
Ideal
Target: An
ideal target
is that the
average
response by
the
preceptors
to this
question is
greater than
4.5,
indicating
the highest
level of
preparation.
Students in
COH 691:
Public Health
Internship
work under the
supervision of
a public health
official for the
duration of the
course. At the
end of the
course, the
preceptors are
asked to
evaluate the
student based
on the PLOs of
the MPH
program. For
this outcome,
they are asked
to rate the
student from 15 (5=excellent)
on his or her
ability to apply
the concepts
and methods
of social and
behavioral
sciences
Capstone
coordinator
distributes the
survey to
students at the
beginning of the
course. Results
are compiled and
sent to the
Program Lead
Faculty who
enters the data
into the
Assessment
Findings in AMS.
Data will be
disaggregated for
onsite and online.
Findings are
recorded in
AMS with
two backup
collections of
data in
eCollege and
NU-FAST.
relevant to the
identification
and solution of
public health
problems.
Program Lead Faculty
_______GinaMarie Piane, DrPH_____________
Date_____10/10/2011_______________
DAVID O. ADESANYA, MD MPH
2152 Silverado St  San Marcos, California 92078
Cell 951.454.1310
dadesanya@yahoo.com , dadesanya@llu.edu , dadesanya@nu.edu
GLOBAL EPIDEMIOLOGIST
A global epidemiologist and a community health practitioner with expansive knowledge, education, and
experience spanning full range of infectious disease prevention & control; public health; clinical/scientific
research and preventive care. Global track record of success in research project management, qualitative and
quantitative data analysis. Decisive and articulate strategic planner with highly developed methodological,
analytical, and technical skills. Proven ability to compile, analyze, interpret, and effectively communicate
highly complex medical and scientific data for key stakeholders and thought leaders within cross-functional
academic, public, research and hospital settings.
PROFESSIONAL SYNOPSIS
NATIONAL UNIVERSITY, San Diego, California  2010-Present
Global Epidemiologist/Assistant Professor, School of Health & Human Services:
Perform course instruction, programming and curriculum content development for Health and Human Services
courses including Public Health, Biology, Global Health Promotion, Introduction to Public Health, Introduction
to Epidemiology, Communicable Diseases, and Program Planning and Development. Design, analyze, and
interpret scientific studies.
NATIONAL UNIVERSITY, San Diego, California  2010-Present
Program Director Bachelors in Public Health:
As program director, I manage, coordinate, and conduct continuous assessment of the bachelors in public health
program. Manage and coordinate the hiring of faculty. Serve on university and school committees for school
initiatives. I actively supervise practicum and internships for students. Manage grants/cooperative agreements
and comparable funding sources for contracts
NATIONAL UNIVERSITY, San Diego, California  2009-2010
Adjunct Professor, School of Health & Human Services:
Perform course instruction, programming and curriculum content development for Health and Human Services
courses including Public Health, Biology, Global Health Promotion, Introduction to Public Health, Introduction
to Epidemiology, Communicable Diseases, and Program Planning and Development. Design, analyze, and
interpret scientific studies.
Courses Taught:
COH 607: Program Planning and Development
COH 601: Global Health
COH 300: Introduction to Public Health
COH 315: Introduction to Epidemiology
COH 321: Communicable and Non Communicable Diseases
LOMA LINDA UNIVERSITY, Loma Linda, California  2008-2009
Research Assistant, School of Public Health: Performed and expedited highly complex scientific research
projects focusing on ‘Barriers to Participation in Breast Cancer Clinical Trials’. Assisted in grant writing and
conducted focus groups for breast cancer clinical trials. Performed in-depth analysis and quantitative/qualitative
research of critical subject matter data and processes.
RIVERSIDE DEPARTMENT OF PUBLIC HEALTH, Riverside, California  2008
Intern, Disease Control Branch: Compiled comprehensive syphilis profile for entire Riverside County.
Developed accurate and in-depth statistical report utilizing Excel and SPSS software. Skillfully executed
study design, benchmarks, and protocols. Monitored, evaluated and assessed trends in existing and
emerging STDs, delivering research-based recommendations for disease prevention and control.
LOMA LINDA UNIVERSITY SPH, Loma Linda, California  2007
Student: Participated in Integrated Community Development (ICD) project in Peru. Provided high level
project support and assistance for completion of detailed Community Benefits data analysis report.
Compiled and analyzed highly complex field data concerning major public health issues. Conducted free
eye screening and participated in large-scale distribution of protective eye wear and reading glasses.
3RD CENTRAL CLINICAL HOSPITAL, Moscow, Russia  2003-2004
Physician, Moscow Infectious Disease Department: Planned, delivered, and documented diagnostic,
therapeutic and preventive healthcare services. Combined professionalism, capability, and compassion to
ensure and maintain the highest healthcare standards while skillfully delivering critical patient care and
support. Maintained health and safety compliance and infection control.
DEPARMENT OF PUBLIC HEALTH / PEOPLE’S FRIENDSHIP UNIVERSITY, Moscow, Russia 
2001-2002
Case Assistant / Information Analyst: Served as key contributor to organizational research projects focusing
on college student healthcare issues. Conducted statistical analyses related of student health data, and
developed health activities and metrics to improve general student health and welfare. Maintained compliance
with data collection and project protocols.
EDUCATION
Dr.PH Global Epidemiology, Loma Linda University, Loma Linda, California 2008-2015
M.P.H. Global Health, Loma Linda University, Loma Linda, California  2006-2008
M.D General Medicine, Russian People’s Friendship University, Moscow, Russia  1996-2003
FELLOWSHIPS
Fellow University of Maryland School of Medicine National Bioethics Research Center. Bioethics, Health
Disparities and clinical Trials Fellowship  2010-2011
SUMMER COURSES
2010 Summer Intensive Course: University of Maryland School of Medicine National Bioethics Research
Center Bioethics Research, Health Disparities and Clinical Trials
AWARDS
Loma Linda University Selma Andrews Scholarship
PUBLICATION
Padma P. Tadi-Uppala, Ashwini S. Erande, David Adesanya, Jilliane Cabansag, Larry Beeson, Naomi
Modeste, Susanne Montgomery, Arvind K. Mathur, Forbes Ricardo, Wong Jan, Sharon Lum, Carlos
Garberoglio(2008). Barriers to participation in breast cancer clinical trials for African American Women in
the Inland Empire, CA. American Association of Cancer Research, Control/Tracking Number: 09-AB-7803AACR
PRESENTATIONS
David O Adesanya, Modupe E. AinaAkinpelu. Case Study of H1N1 cases in the United States Virgin
Islands State Schools 2009-2010 academic year. Assocaition of Prevention Teaching and Research.
Teaching Research 2011
Piane, GM, Smith, TC, Adesanya DO. Associations among mental health needs and co-morbid chronic
conditions in California. 140th American Public Health Association annual meeting
SPECIAL SKILLS/KNOWLEDGE/LANGUAGES
Microsoft Office (Excel, Power point, Word), SPSS, Familiar with SAS coding
,
LANGUAGES
Fluent in English, Russian, Yoruba
MEMBERSHIPS/AFFILIATIONS:
Member: American Public Health Association
Member: Association for Prevention Teaching and Research
Member: American College of Preventive Medicine
Member: American College of Epidemiology
Member: Community Campus Partnership for Health
Member: American Diabetes Association
Member: International AIDS Society
Revised 06/07/2012
CURRICULUM VITAE
Stephen M. Bowman, PhD, MHA
PERSONAL DATA
Home address:
PO Box 4204
Carlsbad, California 92018
(253) 389-5769
Business address:
3678 Aero Court
San Diego, CA 92123
Office Phone: 858.309.3484
Fax: 858.309.3480
Email: sbowman@nu.edu
EDUCATION AND TRAINING
BA
1986
University of Washington
Philosophy
MHA 1988
Health Administration
PhD
Health Services
2006
PROFESSIONAL EXPERIENCE
Associate Professor, June 2012 –
Lead Faculty, MHA Program
National University
Principal Responsibilities:
 Lead and direct the Master’s program in Healthcare Administration
 Teach, advise and mentor graduate students
 Conduct health services and policy research
Assistant Professor, April 2010 – May 2012
Department of Health Policy and Management,
Johns Hopkins Bloomberg School of Public Health
 Tenure track appointment
 Develop independent injury and trauma research program
 Teach, advise and mentor graduate students, medical students, residents and fellows
Assistant Professor, April 2007 – March 2010
Department of Pediatrics, University of Arkansas for Medical Sciences
(primary appointment)
 Tenure track appointment
 Develop independent injury and trauma research program
 Teach, advise and mentor medical students, residents and fellows
Assistant Professor, April 2007 – March 2010
Department of Health Policy and Management, Fay W. Boozman College of Public
Health (secondary appointment)
 Teach in the classroom (guest lecturer) as requested
 Collaborate with department faculty to develop joint research studies
 Advise and mentor graduate students
Assistant Professor, September 2007 - March 2010
Department of Epidemiology, Fay W. Boozman College of Public Health
(secondary appointment)
 Develop and teach an injury epidemiology course
 Perform classroom teaching (guest lecturer) as requested
 Participate in faculty meetings and planning events
Epidemiologist 3, 2000-2007
Office of Emergency Medical and Trauma Systems
Washington State Department of Health
 Evaluate and monitor the state trauma system and state EMS system
 Direct and manage the statewide regional trauma quality improvement program
 Identify opportunities for performance improvement and disseminate results to key stakeholders
Section Manager, Trauma Designation, Registry & Quality Improvement, 1998-2000
Washington State Department of Health
 Manage all aspects of the state trauma designation program, including peer and administrative
review of designation applications, awarding of designation and administration of contracts, and
provision of trauma participation grants to hospitals and EMS agencies
 Manage and oversee all aspects of the state trauma registry, including data completeness and
hospital compliance, reporting of registry data for provider and public use, and performance
measurement
 Manage and oversee the state regional quality improvement program, comprised of eight
confidentially-protected regional quality improvement committees.
Director, Chronic Disease Prevention and Risk Reduction Programs, 1997-98
Washington State Department of Health, Community and Family Health Division
 Direction and oversight for the chronic disease prevention programs, including: Tobacco
Prevention and Control; Physical Activity; Breast and Cervical Health; Diabetes; and Cancer
Registry
 Responsibility for fiscal management (grants and contracts) and program effectiveness
 Liaison with federal funding agencies (e.g., CDC, National Cancer Institute, etc.)
Director, Tobacco Prevention Program, 1996-98
 Directed all aspects of the statewide Tobacco Prevention and Control program
 Directed policy and legislation initiatives
 Oversight and direction of the Youth Tobacco Prevention Program, Project ASSIST (American
Stop Smoking Intervention for Tobacco), and compliance with the youth access laws and federal
mandates
Manager, Tobacco Prevention Program, 1993-96
 Managed the tobacco prevention programs, including contracting with local public health
departments and community organizations
 Managed statewide tobacco counter-advertising campaigns, including media purchasing, creative
material development, focus groups, and evaluation
 Coordinated the statewide Tobacco Free Washington Coalition
Manager, Disabilities Prevention Program, 1992-93
 Developed a statewide Disability Prevention Advisory Council and coordinated activities
 Developed the Washington State Disability Prevention Plan
 Contracted with state and local organizations to address targeted disability prevention
interventions
Deputy Director for Planning & Evaluation 1990-1992
Planning and Evaluation Analyst 1988-1990
California State Council on Developmental Disabilities
 Responsible for planning and evaluation activities
 Conducted special studies and developed reports for the state legislature, funding agencies and
the general public
 Conducted analyses of proposed legislation and testified to legislative committees
Assistant to the Administrator (part-time), 1985-1988
Clinical Training Unit, Child Development and Mental Retardation Center
University of Washington, Seattle, Washington
 Assisted with grant submissions, including budget development, preparation of forms and


attachments, and coordination of internal review and approval
Assisted with budget monitoring and oversight of federal grants and state contracts
Conducted special projects
Program Assistant (part-time), 1984-1985
Regional Epilepsy Center, Harborview Medical Center, Seattle
 Assisted with grant proposal development and internal review and approval
 Assisted patients with access to clinic services and resources
 Conducted special projects
PROFESSIONAL ACTIVITIES
Society Membership and Leadership
AcademyHealth
American Public Health Association
Society for Advancement of Violence and Injury Research (SAVIR)
SAVIR Science and Research Committee (2007 – present, Co-Chair 2011-present)
SAVIR Nominations Committee (2010, 2011)
International Society for Child and Adolescent Injury Prevention
Society for Pediatric Research
Participation on Advisory Panels
National Highway Traffic Safety Administration’s EMS Outcomes Expert Panel, 2010
Maryland Distracted Driving Task Force, 2010 Centers for Disease Control and Prevention’s Automatic Crash Notification National Study Design
Advisory Panel, 2010 Consultations
Expert consultant to the Surgeon General of Arkansas and the Secretary of the Arkansas Department of
Health on trauma systems development and injury prevention, 2007 to 2010
Testimony
Testified to state legislative committees on issues pertaining to people with developmental disabilities
(California), tobacco prevention and control (Washington), and injury and trauma systems (Arkansas).
Testified to the Chairman of the Consumer Product Safety Commission on ATV safety and children.
Interviews on various newscasts as an injury prevention and control expert and a tobacco prevention and
control expert. These include segments on the ABC Nightline, ABC Brian Ross Investigates, Jim Lehr
News Hour, National Public Radio (via local affiliate), and KOMO television and KIRO news radio
(Seattle).
EDITORIAL ACTIVITIES
Peer Review Activities
JAMA
Journal of the American College of Surgeons
Journal of Trauma
Journal of Rural Health
Pediatrics
Medical Care
CMAJ
Injury Prevention
Injury
American Journal of Public Health
Annals of Emergency Medicine
Academic Emergency Medicine
Ad Hoc Review of Proposals
Ad Hoc Grant Reviewer for the Health Resources and Services Administration, Department of Health
and Human Services, 2007 - present
Ad Hoc Grant Reviewer for the National Medical Research Council, Singapore Ministry of Health,
2005-present
Ad Hoc Grant Reviewer, Washington Traffic Safety Commission, 1998
Ad Hoc Grant Reviewer, Administration on Developmental Disabilities, Department of Health and
Human Services, 1992-1994
HONORS AND AWARDS
Exceptional Teaching Award, Johns Hopkins Bloomberg School of Public Health, Term 2, 2011-2012.
Faculty Innovation Award, Johns Hopkins Bloomberg School of Public Health, 2011-2012.
Leon S. Robertson Career Development Chair in Injury Prevention, Johns Hopkins Bloomberg School
of Public Health, 2010-2013.
Department of Health Service’s finalist for the 2006 Gilbert S. Omenn Award for Academic Excellence,
University of Washington, School of Public Health and Community Medicine.
Quentin-Burdick Interdisciplinary Health Award, University of Washington, School of Nursing, 2004.
Official Resolution: California Council on Developmental Disabilities, August, 1992.
Special Recognition Award 1992: Epilepsy Society of Los Angeles and Orange
Counties, 1992.
Exceptional Service Award: Epilepsy Society of San Diego County, 1992.
PUBLICATIONS
Journal Articles
1. Sears JM, Bowman SM, Silverstein BA. Trends in the Disproportionate Burden of Work-Related Traumatic
Injuries Sustained by Latinos. J Occup Environ Med, 2012, in press.
2. Obirieze AC, Gaskin DJ, Villegas CV, Bowman SM, Schneider EB, Oyetunji TA, Haut ER, Efron DT,
Cornwell III EE, Haider AH. Regional Variations in Cost of Trauma Care in the United States: Who is
Paying More? J Trauma, 2012, in press.
3. Galvagno SM, Haut ER, Zafar SN, Millin MG, Efron DT, Koenig GJ, Baker SP, Bowman SM, Pronovost
PJ, Haider AH. Association between helicopter vs. ground emergency medical services and survival for
adults with major trauma. JAMA 18 April 2012; 307(15):1602-1610.
4. Sears JM, Bowman SM, Silverstein BA, Adams D. Identification of Work-Related Injuries in a State
Trauma Registry. J Occup Environ Med 2011;54(3):356-362.
5. Bowman SM, Aitken ME, Robbins J, Baker SP. Trends in US Pediatric Drowning Hospitalizations, 19932008. Pediatrics 2012;129(2):275-281.
6. Bowman SM, Aitken ME. Assessing External Cause of Injury Accuracy for Transport Injury
Hospitalizations. Perspect Health Inf Manag 2011;8:1-10.
7. Sears JM, Bowman SM, Adams D, Silverstein BA. Occupational Injury Surveillance Using the Washington
State Trauma Registry. J Occup Environ Med 2011;53(11):1243-1250.
8. Smith KC, Girasek D, Baker S, Manganello J, Bowman SM, Samuels A, Gielen A. ‘It was a freak
accident’: an analysis of the labeling of injury events in the US press. Inj Prev 2011 Jun 9 (Epub ahead of
print).
9. Holmberg TJ, Bowman SM, Warner KJ, Vavilala MS, Bulger EM, Copass MK, Sharar SR. The
Association between Obesity and Difficult Prehospital Tracheal Intubation. Anesth Analg 2011;112:11321138.
10. Bowman SM, Aitken ME, Maham SA, Sharar SR. Trends in hospitalisations associated with paediatric
burns. Inj Prev 2011;17(3):166-70.
11. Bowman SM and Aitken ME. Still unsafe, still in use: The ongoing epidemic of all-terrain vehicle injury
hospitalizations among children. J Trauma 2010;69(6):1344-49.
12. Bowman SM, Bulger E, Sharar SR, Maham SA, Smith SD. A national survey of general surgeons regarding
clinical practice guidelines for pediatric spleen injury management. Arch Surg 2010;145(11):1048-53.
13. Dorsey DP, Bowman SM, Klein MB, Archer D, Sharar SR. Perioperative use of cuffed endotracheal tubes
is advantageous in young pediatric burn patients. Burns 2010;36:856-860.
14. Bowman SM, Aitken ME, Sharp GB. Disparities in Injury Death Location for People with
Epilepsy/Seizures. Epilepsy & Behavior 2010;17:369-372.
15. Bowman SM, Aitken ME, Sharp GB. Disparities in Hospital Outcomes for Injured People with Epilepsy
and Seizures. Epilepsia 2010;51(5):862-867.
16. Williamson H, Bowman SM, Aitken ME, Wheeler JG. "Unintentional injuries: strategies to decrease the
risk to Arkansas' children." J Ark Med Soc 2009;106:60-61.
17. Bowman SM, Aitken ME, Helmkamp JC, Maham SA, Graham CJ. Impact of Helmets on Injuries to Riders
of All-Terrain Vehicles. Injury Prevention 2009;15:3-7.
18. Bowman SM, Bird TM, Aitken ME, Tilford JM. Trends in hospitalizations associated with pediatric
traumatic brain injuries. Pediatrics 2008;122(5):988-93.
19. Bowman SM, Zimmerman FJ, Sharar SR, Baker MW, Martin DP. Rural trauma: Is trauma designation
associated with better hospital outcomes? J Rural Health 2008;24(3):263-268.
20. Bowman SM, Sharar SR, Quan L. Impact of a statewide quality improvement initiative to improve the
management of pediatric splenic injuries in Washington State. J Trauma 2008;64:1478-1483.
21. Bowman SM, Zimmerman FJ, Christakis DA, Sharar SR. The role of hospital profit status in pediatric
spleen injury management. Med Care 2008;46(3):331-338.
22. Aitken ME, Bowman SM, Card-Higginson P, Carson JE, Lin TM, Thompson JW, Zhao Y. Arkansas safety
restraint use linked to hospital use and charges. J Ark Med Soc. 2007;104(7):161-164.
23. Bowman SM, Martin DP, Sharar SR, Zimmerman FJ. Racial disparities in outcomes of persons with
moderate to severe traumatic brain injury. Med Care 2007;45:686-690.
24. Bowman SM, Zimmerman FJ, Christakis DA, Sharar SR, Martin DP. Hospital characteristics associated
with the management of pediatric splenic injuries. JAMA. 2005;294:2611-2617.
Book Chapters
1. Lenora Olson and Stephen Bowman. “EMS and Trauma Systems.” In Injury Research: Theories,
Methods and Approaches. Edited by Gouhua Li and Susan Baker. 1st Edition, Available December 2011,
Springer Publishing, New York, NY.
Articles and Editorials not peer reviewed
1. Bowman SM and Aitken ME. "It's Preventable! Injury in Arkansas." Pediatric Commentary: A Journal
for Physicians from Arkansas Children's Hospital 2008;16(1):7-7.
2. Bowman S: Survey reveals variability of emergency care for heart disease and stroke in Washington
State. In EpiTrends, A Monthly Bulletin of Epidemiology and Public Health in Washington State,
November 2001.
Other Publications
3. Bowman SM. Trauma in Arkansas: An assessment of resources and capabilities. Arkansas Injury
Research Center, September, 2008.
4. Bowman SM. Hospital Characteristics Associated with Trauma Outcome. University of Washington,
June 2006 (Dissertation). Committee Chair: Diane P. Martin, PhD.
5. Bowman SM. Trauma in Washington State: A report of the first 10 years, 1995-2004. Health Systems
and Quality Assurance Division, Department of Health, March 2006.
6. Bowman SM: Emergency Cardiovascular Disease in Washington State, A State of the State, Health
Systems and Quality Assurance Division, Department of Health, November 15, 2002.
7. Bowman SM: Epinephrine and Analphylaxis: Report to the Legislature, Health Systems and Quality
Assurance Division, Department of Health, December, 1999.
8. Bowman, SM: California Epilepsy/Seizure Disorders Needs Assessment Report, California State
Government Publication, Sacramento, California: August, 1992.
9. Bowman SM & Evans MS: Prader-Willi Syndrome: Report to the Legislature, California State
Government Publication (Legislatively Mandated Report), Sacramento, California, April, 1990.
10. Bowman SM.: Minors’ Access to Tobacco: Report to the Legislature, Community and Family Health
Division, Department of Health, Olympia, Washington: February, 1995.
11. Bowman SM: A Plan for the Prevention of Disabilities in Washington State, Disability Prevention
Program, Department of Health, Olympia, Washington: December, 1993.
12. Bowman SM.: 1991 Annual Report, California State Council on Developmental Disabilities,
Sacramento, California: January, 1992.
13. Bowman SM.: 1992-1994 Developmental Disabilities State Plan, California State Government
Publication, Sacramento, California: August, 1991.
14. Bowman SM: 1990 Annual Report, California State Council on Developmental Disabilities,
Sacramento, California: January, 1991.
15. Evans MS, Bowman SM.: Update 1990: Innovations in Family Support, California State Government
Publication, Sacramento, California: June, 1990.
16. Evans MS, Bowman SM: Destination 2000: California’s 1990 Report on Services to People with
Developmental Disabilities, a federally mandated report to Congress, California State Government
Publication, Sacramento, California: January, 1990.
17. Evans MS, Bowman SM.: 1990-1991 Developmental Disabilities State Plan, California State
Government Publication, Sacramento, California: August, 1989.
18. Bowman SM, Evans MS: White papers developed on Dual Diagnosis (mental illness and developmental
disabilities), Aging and Developmental Disabilities, Criminal Justice System and Developmental
Disabilities, Sterilization and Developmental Disabilities, HIV Infection/AIDS and Developmental
Disabilities, Involuntary Commitment and Admission to State Hospitals, Substance-Exposed Infants and
Developmental Disabilities. California State Council on Developmental Disabilities, Sacramento, CA,
1988-1992.
CURRICULUM VITAE
Stephen M. Bowman
PART II
Teaching
Advisees
Zach Bechtle (MHA)
Gregory Hansen, MD (MPH capstone advisor)
Ashraful Haque (MPH student advisor)
Grace Ho (Dissertation Committee)
Cassandra Kercher (Doctoral student advisor)
Erik Larson (MPH capstone advisor)
Diana Mantell (MPH capstone advisor)
Philip Moran (MPH student advisor)
Rosemary Nabaweesi (Dissertation Committee)
Frederick Stamp (MPH student advisor and capstone advisor)
David Swedler (PhD Dissertation Committee)
Lauren Waltersdorf (MPH capstone advisor)
Shu-Yi Wang (Doctoral student advisor)
Karyn Warsow (DrPH Dissertation Committee)
Preliminary Oral Exam Participation
Gregory Tung, September 9, 2010
Rosemary Nabaweesi (alternate), October 6, 2010
Michael Kim (alternate), December 14, 2010
Li Chien Chien, September 1, 2011
David Swedler, January 20, 2012
Final Oral Exam Participation
Rosemary Nabaweesi, October 12, 2010
Michael Kim, January 2011
David Swedler, February 23, 2012
Dissertation Committee (Final Defense)
Samuel Galvagno, January 19, 2012
Classroom Instruction
Course: Epidemiologic Methods in Injury and Violence Control (305.612), 2nd term 2011-2012.
Course: Injury Surveillance Systems and Indicators to Assess, Monitor and Evaluate the Burden of
Injury (300.874), Health Policy and Management Fall Institute, Barcelona, November 2011.
Course: Graduate Seminar in Injury Research and Policy (305.861), 1st term, 2011-2012.
Course: EMS and Trauma Systems (309.639) - Co-instructor with Dr. Ellen MacKenzie, Johns Hopkins
Bloomberg School of Public Health, 4th term, 2010-2011.
Lecture: “Motorcycle Helmet Policy and ATV Policy.” Transportation Safety: Policy and Politics
(305.630), Johns Hopkins Bloomberg School of Public Health, February 2, 2012.
Lecture: “Mixed Methods Research for Injury.” Epidemiologic Methods in Injury and Violence Control
(305.612), Johns Hopkins Bloomberg School of Public Health, December 8, 2010.
Lecture: Health and Public Policy Doctoral Seminar, Department of Health Policy and Management,
Johns Hopkins Bloomberg School of Public Health, October 13, 2010.
Lecture: “Epidemiology of Injury.” The 18th Annual Summer Institute: Principles and Practice of Injury
Prevention. Johns Hopkins Bloomberg School of Public Health, Center for Injury Research and Policy,
June 6, 2010.
Lecture: Health and Public Policy Doctoral Seminar, Department of Health Policy and Management,
Johns Hopkins Bloomberg School of Public Health, April 6, 2010.
Lecture: "Using large datasets for emergency medicine research." Pediatric Emergency Medicine
Research Forum, October 27, 2009. Students: Faculty, staff, fellows, residents and medical students.
Course: PBHL 5893 Epidemiology of Injury. Developed 3 credit, graduate course for students in the
College of Public Health. Course scheduled for Summer 2010.
Lecture: HSRE 9103 Health Systems Theory and Research Seminar, April 14, 2009. Students: Doctoral
students in the health systems leadership program and other masters students in pharmacy and public
health.
Lecture: “Trauma in Arkansas.” Surgery Grand Rounds, November 18, 2008. Students: Faculty, staff,
residents, medical students, public health workers.
Lecture: “Trauma in Arkansas.” Pediatric Grand Rounds, September 16, 2008. Students: Faculty, staff,
residents, medical students, public health workers.
Lecture: HSRE 9103 Health Systems Theory and Research Seminar, April 22, 2008. Students: Doctoral
students in the health systems leadership program.
Lecture: HSRE 9103 Health Systems Theory and Research Seminar, March 4, 2008. Students: Doctoral
students in the health systems leadership program.
Lecture: "Trauma Systems: Implementation and Effectiveness." Public Health Grand Rounds, Arkansas
Department of Health, November 15, 2007. Students: Public health professionals at the state health
department and 16 remote sites via videoconferencing.
Lecture: "Trauma Systems Development: Lessons from Washington State." Pediatric Surgery Rounds,
University of Arkansas for Medical Sciences, November 8, 2007. Students: Pediatric surgeons, nurses,
residents and medical students
Lecture: “Cross-border health care issues: implications for health policy and health systems reform.”
HAS 7311 Health Economics, College of Public Health, April 20, 2007. Students: Graduate students in
the Master in Health Administration program.
Lecture: “Public health in Washington State: career paths and opportunities.” HSERV 592, School of
Public Health and Community Medicine, University of Washington, February 14, 2007. Students:
Doctoral and masters students.
Lecture: “Using trauma registry data for quality improvement.” International Trauma Development
Course, Harborview Injury Prevention and Research Center, University of Washington, December 8,
2006. Students: Physicians, nurses and administrators from 21 countries (Asia, Africa, Latin and South
America)
Course coordinator: School of Public Health and Community Medicine, University of Washington,
Health Services 592H, Doctoral Seminar, (16 registered students, independently responsible for course
coordination and teaching, Spring quarter, 2006)
Other Significant Teaching
Special Studies and Research in Health Policy and Management (PH 300.840), Student: David Swedler,
4 credits, 2nd term 2010-11.
Course director, Hospital Trauma Quality and Performance Improvement Course. 1998 to 2006. Eight
hour course taught 6 times per year in locations across Washington State. The audience consisted of
physicians, physician assistants, nurse practitioners, trauma nurse coordinators and registrars.
RESEARCH GRANT PARTICIPATION
1. “Rural Prehospital Emergency Medical Services for Children”, $28,030, Johns Hopkins Bloomberg School
of Public Health, Faculty Innovation Award, May 1, 2011 – June 30, 2012. Main grant objective: Conduct
focus groups of rural EMS providers and key informant interviews of medical program directors to assess
pediatric prehospital education and training needs in rural communities of Maryland, Arkansas and
Washington State.
2. “ATV Research Program”, $12,521, June 1, 2010 – May 31, 2011, Arkansas Children’s Hospital Research
Institute, 10% effort. Main grant objective: Examine hospital discharge data classification and coding
accuracy for all-terrain vehicle crash hospitalizations and related off-road vehicle crash hospitalizations.
3. "Child Health Data Center", $90,844, July 1, 2009 - June 30, 2010, Arkansas Biosciences Initiative.
Principal investigator, 10% effort. Main grant objective: To create the Arkansas Child Health Data Center
with linked data from vital statistics (birth and death), hospital discharge, prehospital EMS, state police
crash data and Medicaid. Protocols and procedures will be developed to allow independent researchers to
access the linked data for secondary data analyses.
4. "Injury patterns, outcomes and disparities in people with epilepsy." $48,944, July 1, 2008 - June 30, 2009,
Epilepsy Foundation of America, Targeted Research Initiative on Health Outcomes. Principal investigator,
30% effort. Main grant objectives: To describe trends and compare in-hospital outcomes of injured patients
with epilepsy with similarly injured patients without epilepsy; to identify variation in place of death for
injured people with epilepsy.
5. “Injury Research Development Program,” $500,000, April 1, 2007 – March 31, 2010, Arkansas Children’s
Hospital Research Institute, Arkansas Biosciences Institute. Principal investigator. Main grant objective: To
develop an independent injury research program.
6. “Injury Surveillance Program”, August 1, 2007 – July 31, 2010, Arkansas Children’s Hospital, Center for
Applied Research and Evaluation, Pediatric Injury Prevention Center. Co-investigator, 10% effort. Main
grant objective: To develop an Arkansas injury surveillance capacity to be used for injury prevention
planning and prioritization. Principal responsibilities include design of data analysis and reporting plan and
assuring scientific integrity of the surveillance system.
7. “Building consensus for safe teen driving,” August 1, 2007 – July 31, 2008, Allstate Foundation.
Collaborator, 10% effort. Main grant objective: To develop and pilot innovative approaches to reducing
injuries due to teen driving. Principal responsibilities included consultation and technical assistance in the
study design and evaluation plan.
8. "An Assessment of Trauma in Arkansas: Resources, Capabilities, and Quality of Care," $27,350, December
1, 2007 - November 30, 2008, Arkansas Children's University Medical Group. Principal investigator. Main
grant objective: To assess trauma resources and capabilities in Arkansas; to identify variability of care; and
to develop a report to guide policy development for a statewide trauma system. Principal responsibilities
included survey development, survey protocol, analysis of linked survey/hospital discharge data, and
development of the report.
Other Funded Support/Professional Consultation
1. Arkansas Department of Health, Professional Consultant Contract to provide consultation in trauma
system development to the Director and State Health Officer, October 9, 2009 - June 30, 2010, $11,820.
ACADEMIC SERVICE
School
2009
College of Medicine, Admissions Interviews, October 31, 2009
University of Arkansas for Medical Sciences
2008
College of Medicine, Admissions Interviews, November 15, 2008
2008
Reviewer, Arkansas Children's Hospital Research Institute Student and
Clinical Staff Intramural Grant Program, October, 2008
2007
College of Medicine, Admissions Interviews, September 29, 2007
2007
College of Medicine, Admissions Interviews, October 20, 2007
Other Service
2012
Reviewer, Disparities and Health Equity Section, AcademyHealth Annual
Research Meeting, Scientific Abstracts
2011
Nominations Committee Member, Society for the Advancement of Violence and
Injury Research
2011 -
Co-Chair, Science and Research Committee, Society for the Advancement of
Violence and Injury Research
2010
Nominations Committee Member, Society for the Advancement of Violence and
Injury Research
2010
Reviewer, Society for the Advancement of Violence and Injury Research,
Scientific Abstracts
2010
Reviewer, Association of Schools in Public Health, Public Health
Fellowship and Internship Program
2009
2008
Reviewer, Arkansas Children's Hospital Research Institute Student and
Clinical Staff Intramural Grant Program, October, 2008
2008
1998-2009
Youth ice hockey coach, USA Hockey Level 4 Certification
2007-2008
Member, Evaluation Committee for ACT 13 (prohibiting smoking in
vehicles with young children), Arkansas Department of Health
2002-2007
Washington State Institutional Review Board Member
1996-2000
Board member, Manzanita Water Association, Olympia, WA
1995-1998
Expert Advisor, Governor’s Council on Substance Abuse
1993-1998
Member, Tobacco Free Washington Coalition
1989-1992
Board Member, California Coalition for the Prevention of Child Abuse
PRESENTATIONS
Scientific Meetings
“Newspaper Reporting of Off-Road Motor Vehicle Crashes”. American Public Health Association
Annual Meeting, Washington, DC, October 31, 2011.
"Trends in child pedestrian hospitalizations". AcademyHealth Annual Research Meeting, Seattle, WA,
June 2011.
“Disparities in injury death location for people with epilepsy/seizures”. AcademyHealth Annual
Research Meeting, Boston, MA, June 2010.
“Still unsafe, still in use: The ongoing epidemic of all-terrain vehicle injury hospitalizations among
children”. Pediatric Academic Societies, Vancouver, BC, May 2010.
"Injury hospitalization trends for pediatric burns and drowning". Arkansas Biosciences Initiative, Fall
Research Symposium, Jonesboro, AR, September 2009.
"Disparities in injury outcomes for people with epilepsy and seizure disorders".
Poster presentation, International Epilepsy Congress, Budapest, Hungary, June 2009.
"Trends in hospitalizations associated with pediatric burns" Pediatric Academic Societies, Baltimore,
MD, May 2009.
"Trends in hospitalizations associated with pediatric drowning" Pediatric Academic Societies,
Baltimore, MD, May 2009.
"Impact of helmets on injuries to riders of all-terrain vehicles. American Public Health Association
Annual Meeting, San Diego, CA, October 2008.
"Trends in hospitalizations associated with pediatric traumatic brain injuries." AcademyHealth Annual
Research Meeting, Washington, DC, June 2008.
"Trends in hospitalizations associated with pediatric traumatic brain injuries." Pediatric Academic
Societies and Asian Society for Pediatric Research, Honolulu, HI, May 2008.
"The role of hospital profit status in pediatric spleen injury management." Safety 2008 (9th World Injury
Conference), National Institute of Public Health of Mexico, Merida, Mexico, March 2008.
“Threats to Child Health: Injury and Trauma.” Invited presentation at the Academy Health Annual
Research Meeting, Orlando, FL June 2007.
“The impact of a statewide quality improvement initiative in improving the management of pediatric
splenic injuries in Washington State.” Poster presentation, Annual Research meeting, Academy Health,
Orlando, FL, June 2007.
“Racial and ethnic difference in hospital outcomes for persons with moderate to severe traumatic brain
injury.” Poster presentation, Annual Research Meeting, Academy Health, Seattle, WA, June 2006.
“Hospital characteristics associated with current best practices in the management of pediatric splenic
injuries.” Poster presentation, Annual Research Meeting, Academy Health, Boston, MA, June 2005.
“23rd Annual Educational Conference: Washington State Environmental Health Association.”
Presentation: Local Health Departments take on the Tobacco Giants. Vancouver, Washington, April 27,
1995.
“The Second Annual Washington State Joint Conference on Health.” Presentation: Tobacco Use: A
Pediatric Epidemic. Yakima, Washington, September 19, 1995.
“Sixth Annual Conference on Abuse and Persons with Disabilities.” Presentation: Abuse as a Cause of
Disability: Surveillance and Assessment. Burbank, California, June, 1993.
Invited Seminars
“Media reporting of injuries: Implications for policy.” Invited lecture, Injury Research Seminar, June 17,
2011. Harborview Injury Prevention and Research Center, Seattle, WA.
"Still unsafe, still in use: The ongoing epidemic of ATV injuries among children". Injury Seminar, Johns
Hopkins Bloomberg School of Public Health, Baltimore, MD, October 2009.
“Pediatric spleen management and the role of clinical practice guidelines.” Special Health Policy
Seminar, August 25, 2008, Cincinnati Children’s Hospital Research Institute, Cincinnati, OH.
“Impact of helmet use on injuries to riders of all-terrain vehicles.” Invited lecture, Injury Research
Seminar, August 18, 2008. Harborview Injury Prevention and Research Center, Seattle, WA.
"Trauma Systems." Invited presentation to the Arkansas Governor's Roundtable on Health Care, Little
Rock, AR, April 2008.
“Using trauma registry data to support quality improvement: Experiences from Washington State.”
Invited presentation, Annual Trauma Users Conference, Digital Innovations, Orlando, FL, October
2006.
“Epidemiology of Traumatic Brain Injury.” Invited presentation at the North Region continuing medical
education conference, Bellingham, WA, December 1, 2005.
“Epidemiology of Traumatic Death.” Invited presentation at the Airlift Northwest Annual Conference,
October 14, 2005.
“North Central Region Trauma Conference: The State of Affairs for Trauma.” Invited presentation on
trauma system utilization, transfers, diversions and outcomes. Wenatchee, Washington, June 2005.
“2005 Northwest Region Trauma QI Conference.” Invited speaker, Port Orchard, Washington, May
2005.
“The Changing Practice of Stroke Care.” Invited presentation on the burden of stroke care and the state
of emergency stroke care in Washington State, American Heart Association, Seattle, Washington, May
2005.
“Washington State Health Information Management Association Annual Conference.” Invited
presentation on trauma system effectiveness and the use of Washington Trauma Registry data for quality
improvement, Wenatchee, Washington, April 2005.
“Northwest Region Quality Improvement Conference.” Invited speaker, Port Orchard, Washington, June
2004.
“25th Annual EMS Conference” Invited presentation on using trauma registry data to assess injury
outcomes, Spokane, Washington August 1999.
"4th Annual Tobacco Use Prevention Summer Institute." Invited presentation on community-based
approaches to tobacco prevention, Albuquerque, New Mexico, July, 1998.
“Make Tobacco History: Power Through Community Action.” Invited presentation to the Oregon State
Tobacco Conference, December 1, 1995.
“Community Capacity Building: Maximizing Access to Community.” The 1991 Annual Planner’s
Conference, National Association of Developmental Disabilities Councils. Atlantic City, New Jersey:
September 11-15, 1991.
“California Sharing: Serving Older Persons with Developmental Disabilities.” Presentation: Future
trends and policy issues. San Diego, California: June 11, 1991.
“Serving the Developmentally Disabled Elderly: A Training Conference for Case Managers and
Program Directors.” Los Angeles, California: October 24, 1990.
“The Fourteenth Annual Symposium of the Committee on Sexuality Advocating for People with
Developmental Disabilities.” Presentations: 1) Opening keynote panel on legal and administrative
issues surrounding privacy in group homes; and 2) Primary consumer satisfaction: Concerns on Life,
Relationships and Health. Napa, California: March 1-2, 1990.
ADDITIONAL INFORMATION
Personal statement of research
My research interests are in health services research, developing and evaluating effective injury prevention
interventions, identifying organizational factors associated with optimal trauma outcomes, eliminating racial
and ethnic disparities in injury care outcomes and improving emergency and trauma care in rural communities
through systems research and evaluation.
Current research focuses on determining racial and ethnic disparities in child injury mortality; the use of
protective equipment for riders of all-terrain vehicles; identifying physician factors associated with the adoption
and use of clinical practice guidelines for injury care; and determining the impact of transfer delays for critically
ill and injured children who are first seen in rural hospitals prior to transfer to tertiary care centers.
Keywords
Health services research, injury prevention, trauma, disparities, recreational injury, health policy, organizational
factors, rural health
Lara L. Carver, PhD, RN
9971 Twilight Vista Ave, Las Vegas, NV 89148 – (702) 363-6292
email: LCarver@nu.edu
Summary of Qualifications
Goal-directed, results-oriented professional with a strong background in nursing and
education. Committed to life-long learning. Skilled communicator, persuasive and
adaptable. Self-motivated with high energy, initiative, and focus. Possess insight into the
needs and views of others – able to listen and identify issues or problem areas and form
innovative solutions.
Areas of strength include:
Comprehensive Nursing Knowledge
Communication/Negotiation/Facilitation
Problem Solving/Decision Making
Program Management/Assessment
Client and Community Relations
Flexible/Assertive/Adaptable
Presentations/Training
Documentation/Writing
Areas of nursing experience include:
 Adult medical/surgical and intermediate care
 Post-surgical coronary care and critical care
 School/community health for pediatric population ages 3 – 22 providing
nursing care and health education
 Traditional Classroom teaching and Online teaching experience
 Nursing education administration
Education
August 2005 – May 2008
University of Nevada, Las Vegas
Doctorate of Philosophy in Nursing
August 2004 – May 2005
Post-Masters Nursing Education Certificate
May 1999 – April 2001
University of Phoenix
Master of Science in Nursing
Administration/Management
September 1988 – December 1992
Bachelor of Science in Nursing
Professional Experience
Associate Professor – Program Director (Jan 2006 – present)
National University Nevada – Henderson, Nevada
Establishing a new nursing program in Nevada. Developing community contacts and setting up clinical
placements for students. Participating in curriculum revisions and faculty committees (University and School
Assessment Committees, School Personnel Committee and Academic Affairs Committee, Presidential Search
Committee, WASC Educational Effectiveness Preparation Steering Committee). Interviewing, hiring and
mentoring adjunct faculty. Participating in interviews for Full-Time Faculty members. Review and tracking of
applications for students applying to the nursing program. Coordination and development of the Nursing Skills
Lab. Preparation of the application for a new nursing program in Nevada. Prepared and monitored
accreditation compliance for state and national regulating agencies. Supervision and mentoring of junior faculty
and staff.
Taught the following courses: Nursing Fundamentals and Assessment, Pediatrics, Med/Surg II, Nursing
Research, Nursing Theory, Community Health Nursing, BSN Capstone/Transition to Practice Course.
New Nurse Orientation Coordinator (June 2005 – Jan 2006)
Clark County School District - Las Vegas, Nevada
Developed and implemented a formal orientation program for new school nurses, including a mentor
training program to assist the new nurses transitioning to school nursing from acute care. The position was
essential to recruiting and retaining school nurses for the fifth largest school district in the United States. The
project has involved almost 30 new nurses each year for the last two years.
Part-Time Instructor (August 2003 – Fall 2005)
Wellness and Nursing Practice (Health Promotion)
Health Assessment of Diverse Populations
Staff Nurse - RN – Per Diem (June 2001 – 2003)
Cross Country Local Staffing
Worked as a Registered Nurse in Critical Care, per diem
School Nurse (January 1999 – January 2005)
Clark County School District, Las Vegas, Nevada
Managed the school health needs for two elementary schools with a total population of approximately
1700 students. Trained and supervised unlicensed assistive personnel. Provided specialized nursing procedures
to students with chronic illnesses, provided health education to students and staff, and participated on a multidisciplinary committee for assessment and evaluation of students with special education needs. Additional
roles: new nurse mentor, team leader, research committee, staff development committee, SASI (computer
system) task force member, BLS Instructor Trainer
Staff Nurse – RN – Full-Time (December 1992 – December 1998)
Valley Hospital Medical Center, Las Vegas, Nevada
Staff nurse experience in the following areas: Medical and Surgical ICU, post open heart unit, IMC,
Cardiac step-down unit, and general medical/surgical floors.
Additional roles: oriented new employees, team leader, charge nurse experience
Nurse Apprentice and Respiratory Aide (May 1988 – December 1992)
Valley Hospital Medical Center, Las Vegas, Nevada
Performed clerical duties for the respiratory department part-time during college and transitioned into
Nurse Apprentice part-time position while completing nursing school.
Presentations
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Leadership Development using Student-as-Faculty Experience (SAFE) in an Online Doctoral
Course - Poster Presentation in Florida 1/07
Effects of Orientation on Role Transition and Retention of School Nurses - Poster Presentation at
WIN in Portland, OR 4/07
Student-as-Faculty Experience (SAFE) in an Online Doctoral Course - Poster Presentation at
WIN in Oregon 4/07
Organizational Commitment and Generational Differences in Nursing Faculty (Dissertation
Manuscript)
Organizational Commitment and Generational Differences in Nursing Faculty – Poster
Presentation at UNLV Interdisciplinary Research Scholarship Day 4/10/08
Organizational Commitment and Generational Differences in Nursing Faculty – Poster
Presentation at WIN in Anaheim, CA 4/08
“Benchmarking” Presentation for National University Assessment Summit – 2008
Presenter at the Nevada Nurses Association Annual Meeting – “Nursing: Endless Possibilities in
an Uncertain Economic Environment” – October 24, 2009
“Providing Assessment Information to Students” Presentation for National University
Assessment Summit – 2009
Continuous Quality Improvement & Assessment for SHHS Workshop – Jan 20, 2010
National University Spring Symposium 2010 – Assessment Colloquium – presented on
“Signature Assignments” April 27, 2010
Valley Health System Resident Development Day, “Culturally Sensitive Care and Generational
Influence” July 8, 2010
“Program Improvement” Presentation for National University Assessment Summit, October 2829, 2010
Nevada Nurses Association October 23, 2010 Convention, presented on panel discussion
“Surviving a Doctoral Program”
Podium Presentation accepted for Western Institute of Nursing April 15, 2011. “Generational
Differences in the Organizational Commitment of Nursing Faculty”
Publications
Carver, L., Candela, L., & Gutierrez, A. (2011). “Survey of generational aspects of
nurse faculty organizational commitment”, Nursing Outlook, 59(3), 137-148.
Candela, L., Carver, L., Diaz, A., Edmunds, J., Talusan, R., & Tarrant, T. (2009). “An
online doctoral education course using problem-based learning”. Journal of
Nursing Education, 48(2), 1-5.
Carver, L. & Candela, L. (2008). “Attaining organizational commitment across different
generations of nurses”. Journal of Nursing Management, 16, 984-991.
Professional Organizations
Nevada Nurses Association
2006 - present
-Board of Directors – Secretary (2009 – 2012)
-Communications Officer (2006-2007)
American Nurses Association
Phi Kappa Phi Honor Society
Nevada Organization of Nurse Leaders
Sigma Theta Tau International
National Organization for Associate Degree Nursing
Program Advisory Committee for Apollo College
Western Institute of Nursing
National Association of School Nurses
Nevada Association of School Nurses
National Education Association
National Association of Student Nurses
-Vice President for 1991-92 academic year
-Secretary for 1990-91 academic year
2006 - present
2006 - present
2006 - present
2001 - present
2007 - 2009
2007 - 2009
2006 - 2008
1999 – 2007
1999 – 2007
1999 – 2006
1990 – 1992
Honors/Certifications
Fellow, American Association of Colleges of Nursing
Leadership for Academic Nursing Program
Selected as an “Invent the Future” Spokesperson – UNLV
Outstanding Graduate for UNLV Award
National University Presidential Professoriate Award
Yaffa Dahan Nursing Dissertation Award
National Scholars Honor Society
Phi Kappa Phi Member
Dan Mordecai (NONL) Nursing Scholarship
Harry and Rebecca Lahr Foundation Scholarship
Chancellor’s List
Basic Life Support Instructor Trainer (AHA)
Basic Life Support Instructor
Service Excellence Star Award – Valley Hospital
Advanced Cardiac Life Support Certification
Epidural Certified
Who’s Who Among American College Students
Basic Life Support for Healthcare Providers
2010
2008
2008
2008
2007
2006
2006
2006
2005, 2006, 2007
2005, 2006
2003 – 2007
2001 – 2007
1998
1995 – 2007
1993
1991, 1992
1990 - present
Committees
Internal
President’s Faculty Council 2010-2011
Chancellor and National University Faculty Forum 2010-2011
Academic Affairs Committee 2009 – 2011
School Personnel Committee 2010-2012
Co-Chair of School Assessment Committee for SHHS – 2010 - present
Chair of School Assessment Committee for SHHS – 2008 - 2010
University Academic Assessment Committee - 2008 - present
WASC Educational Effectiveness Steering Committee – Member 2008-2009
Search Committee for New National University President – 2009
School Personnel Committee 2006-2008
Department of Nursing Admissions Committee 2006 - present
Search Committee for Director of Health Administration
External
Nevada Alliance for Nursing Excellence (NANE) – Member
-Co-Chair for the Southern Region (2011-2012)
Advisory Committee for Apollo College – Member
2008 – present
2007-2009
Training/Inservices
Completed National Council of State Boards of Nursing Online course “Test Development and Item-Writing”
in May, 2011
Attended “Initiative on the Future of Nursing” presented by Southern Nevada Medical Industry Coalition
November 30, 2010
Attended “Connect Learning Across Courses with Curriculum Mapping”, November 3, 2010
Attended Nevada Nurses Association Convention “Nurse Heroes: Many Ways Every Day”,
October 23,
2010
Attended “Grow Our Own Safe and Competent Nurses Conference, July 29, 2010
Attended “Balancing Work and Family” June 2, 2010
Attended “Using the Genetics/Genomics Competency Center (G2C2) AACN 2010 Webinar
Series June 7,
2010.
Attended ATI National Nurse Educator Summit April 2010
Attended Connect Pro Fundamentals Workshop provided by the Faculty Technology Learning Center April
14, 2010
Attended Professional Development faculty training, “Making Every Minute Count” May 18,
2010
Attended “Assigning Grades to Different Types of Writing Assignments” Workshop Dec 4, 2009
Attended NLNAC Fall 2009 Self-Study Forum in Las Vegas, NV on Oct 14-15, 2009
Attended “Using Course Syllabi to Foster Learner-Centeredness” on May 7, 2009
Attended Writing across the Curriculum Inservice Training through NU on Jan 11, 2008
Attended Boot Camp for Nurse Educators in Albuquerque, NM on Jan 31- Feb 4, 2008
Attended NOADN 2007 Convention in Las Vegas, NV on Nov 8-11, 2007
Attended NLNAC Fall 2007 Self-Study Forum in Palm Springs, CA on Oct 15-16, 2007
Review Activities
Scholarship Reviewer for Nevada Organization of Nurse Leaders
HRSA Grant Reviewer in Washington, DC
Article Reviewer for Journal of Nursing Management
Article Reviewer for Journal of Advanced Nursing
2010
April 2009
2007 – present
2012 - present
Catie Chung PhD RN
730 Rusty Spur Dr.Henderson, NV 89014
702-451-7143 (h)702-449-2933 (c)
CChung04@cox.net
EDUCATION:
Doctor of Philosophy in Nursing, 2011
Nursing Education concentration
The University of Nevada Las Vegas, Las Vegas, Nevada
Bachelor of Science in Nursing Degree, 2002
The University of Iowa, Iowa City, Iowa
Graduated with Honors.
Master of Arts Degree, Health Promotion, 1999
Concentrations: Nutrition, Aging Studies
Bachelor of Arts Degree, Psychology, 1996
Concentrations: Aging Studies, Sociology
EXPERIENCE:
Clinical Assistant Professor (full-time), February 2009—present
Adjunct Clinical Instructor, November 2008—January 2009
School of Health and Human Services, Department of Nursing
National University Nevada, 2850 W. Horizon Ridge Pkwy #301, Henderson, NV 89052, 702-531-7800
Lead site instructor for maternal/child theory and clinical courses. Clinical instructor for fundamental skills/assessment
course, pediatrics course. Online instructor for Nursing Research. Responsible for maternal/child course syllabi, creating
exams, grading assignments/exams/clinical competencies. Instructed in nursing process, focusing on the areas of labor and
delivery, postpartum, and newborn care. Continuous faculty development focused on the National League for Nursing’s core
competencies for nurse educators. Other responsibilities include: student advisor, obtaining clinical site contracts, and
service activities.
Home Health RN, DeLima campus (per diem), May 2010—present
Staff Nurse Labor & Delivery, Siena campus (per diem), March 2009—May 2010
St. Rose Dominican Hospitals, 3001 St. Rose Parkway, Henderson, NV 89052, 702-616-5000
Labor & Delivery: Level 3 unit performing 200-300 deliveries/month. Perform all functions of labor and delivery for vaginal
and cesarean section patients. Perform postpartum and newborn care and assessment. Perform high-risk antepartum care.
Completed patient’s plans of care within scope of practice to ensure best outcomes.
Home Health: Admitted patients to home health, completed OASIS forms and appropriate documentation, communicated
with case manager, physician, and other care providers, performed nursing assessments and interventions per the plan of care.
Home Health Clinical Consultant, February 2008—February 2009
Universal Home Health, Las Vegas, Nevada 89169, 702-315-5501
Responsible for organizing and preparing the agency to conduct a successful Medicare-based home health business. Revised
all
required policies and procedures according to state and federal mandates, hired qualified clinicians, oriented clinicians and
administration to appropriate documentation per state and federal regulations. Performed patient admissions and visits as
needed. Established quality improvement program to be utilized with clinical staff and all healthcare documentation.
Director of Nursing, January 2006 – January 2008
Home Health Case Manager, June 2005 – January 2006
Physician’s Choice Home Health Care, 601 Whitney Ranch #D-22, Henderson, Nevada, 89014, 702-326-0882
Responsible for OASIS proofreading and coding, supervising all clinical staff—RNs, LPNs, CNAs, PTs, OTs, STs, MSWs –
ensuring they are completing the home health plan of care correctly while abiding by all Medicare/private insurance and state
regulations. Designed and performed quality improvement interventions and studies every quarter. Oriented all nursing staff
totaling 12-15 staff per year. Created a wound care protocol. Improved HealthInsight care quality measures from 32%
ranking to 93% ranking nationwide. Performed patient admissions and visits as needed.
Home Health Case Manager, October 2004 – June 2005, January 2007 – July 2008
Creekside Home Health Care, 3675 Pecos McLeod #500, Las Vegas, Nevada 89121, 702-696-9229
Home Health experience with Medicare patients in a large agency environment. Skilled in OASIS completion and accuracy.
Clinical interaction with senior citizens regarding diagnoses of diabetes, CHF, COPD, wound care, foley catheter care,
various infectious diseases, medication teaching. Supervised LPNs and CNAs as indicated by Medicare regulations.
Extensive teaching experience with patients, and through orienting new RN staff.
Clinical Director, Medical/Surgical Unit, March 2004 - October 2004
Harmon Medical and Rehabilitation Hospital, 2170 E Harmon Ave, Las Vegas, Nevada, 89119, 702-794-0100
Directed all operations and performed RN duties on a 20-bed med/surg acute rehab unit, patients included diagnoses of
complex wound care, central line medication infusions, post-op infection treatment. Performed case management of all
patients, including ordering home care at time of discharge and arranging patient placement in long term care facilities when
indicated. Established quality improvement program for LPN and CNA staff to improve patient care outcomes and
satisfaction measures. Quality improvement measures included performing daily rounds with physicians to update them on
changes in patient status. Daily multidisciplinary conference to inform administration of patient progress and issues.
Became certified in wound debridement and participated in daily wound care rounds to monitor patient progress toward
outcomes.
Staff Nurse (full-time), May 2002-February 2004
Nurse Intern Labor & Delivery, June 2001-May 2002
Mercy Medical Center, 701 10th St SE, Cedar Rapids, Iowa, 52403, 319-398-6011
Obstetric nursing experience primarily in labor and delivery, also experience in postpartum (family-centered care) and the
normal newborn nursery on this Level 2 unit performing 100-150 deliveries/month. Nursing care for the laboring patient,
including monitoring labor progress, reporting changes in labor status to physician, assisting with vaginal deliveries,
preparing and assisting patients with cesarean section deliveries, including pre-op patient preparation, intra-op circulating,
and post anesthesia care. Completed NRP and PCEP programs to enhance clinical knowledge. Organized, implemented, and
maintained a staff recognition program which included an employee of the month program and a “compliment” bulletin
board to create a positive work culture on the unit. Also served on the flagship Professional Practice Committee which
increased communication between administration, physicians, and nursing. Cross trained to the medical/surgical unit of the
hospital and worked at least one shift/week to increase nursing practice experience and skills. Performed home visits with
lactation consultant mentor to assess new mothers’ breastfeeding success after hospital discharge.
Inpatient Cardiac Rehabilitation Exercise Assistant,
The University of Iowa Hospitals & Clinics Cardiac Rehabilitation Department, January 1998-May 1999
The University of Iowa Hospitals & Clinics, 200 Hawkins Dr., Iowa City, Iowa, 52242, 319-356-1616
Worked with patients in acute care who had recently experienced a cardiac episode or cardiovascular surgery, exercised
patients per cardiac rehab protocols and monitored their cardiac response via telemetry units and vital sign monitoring.
Instructed patients in health promotion behaviors appropriate for their condition related to diet, exercise, and stress
management.
Graduate Teaching Assistant, The University of Iowa, August 1997-May 1999
The University of Iowa Department of Sport, Health, Leisure & Physical Studies, Iowa City, Iowa, 52242, 319-335-9335
Taught undergraduate level university courses in Health Promotion. Following required curriculum, responsible for
attendance tracking, lecturing course material, administering course tests, grading assigned papers and tests, and submitting
all grades to supervising professor.
ACADEMIC EXPERIENCE:
 On-ground didactic courses
 On-ground clinical courses
 Online BSN courses
 Curriculum development based on current QSEN principles & IOM recommendations
 NLNAC accreditation process participation
PROFESSIONAL CREDENTIALS:
 Registered Nurse, state of Nevada, license RN 42464
 Registered Nurse, state of California, license RN 810492
 Wound Care Certified by National Alliance of Wound Care, WCEI (expires 2/2016)
 CPR/BLS (expires 07/2012)
 Advanced Fetal Monitoring Certification (AWHONN) (expires 2/2012)
RESEARCH EXPERIENCE:
 Dissertation: Job Stress, Mentoring, Psychological Empowerment, and Job Satisfaction among Nursing Faculty,
November 2011. Indexed in ProQuest database.
 Poster Presentation: “Concept Analysis of Clinical Mentor”, National University Spring Symposium, May
2010, San Diego, CA.
 Poster Presentation: “Concept Analysis of Clinical Mentor”, Western Institute of Nursing Annual
Communicating Nursing Research Conference, April 2010, Glendale, AZ.
SCHOLARSHIP AWARDS:
 Harry and Rebecca Lahr Foundation Grant, 2009-2010, 2010-2011, 2011-2012
 National University Presidential Scholar Award, 2009-2010, 2010-2011, 2011-2012
 Graduate Nursing Traineeship, 2010-2011
 Sigma Theta Tau Zeta Kappa Chapter Scholarship, May 2010
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Sierra Health Nursing Fellowship, 2009
SERVICE ACTIVITIES:
 Editorial advisory board, Health4Mom.org and Health4Women.org, AWHONN’s consumer websites and
magazines. Contributed articles monthly, answered “ask the expert” questions, and participated in board
planning meetings. October 2009 - present.
 National University School of Health and Human Services Academic Affairs Committee, Chair (2010-2012
term).
 National University School of Health and Human Services “Faculty training and assistance” committee (20092010).
 Member of the Nevada Nurses Association, American Nurses Association, and National League for Nursing.
 Sigma Theta Tau International, honor society of nursing, inducted Fall 2001.
 Explore Knowledge Academy School PTA.
RESEARCH INTERESTS:
 Psychological empowerment and nursing faculty, the nursing profession, and healthcare decision making
 Gerontological nursing and care
 Wound care: economic and health care costs
Curriculum Vitae
Alba Lucia Diaz, Ed.D, MPH
Professional Summary
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Educator and Researcher with 10+ years of experience at institutions of higher
education.
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Director of Health Programs in the United States and abroad.
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Project Officer L-4 with 10+ years of United Nations (UNICEF) experience, designing,
implementing, and managing large, complex community-level projects for excluded and
vulnerable groups in Africa, Latin America and South East Asia.
Education
Ed.D. International Multicultural Education. May 17, 2007
School of Education
University of San Francisco
San Francisco, CA
Project: Effectiveness of Indigenous Linguistically and Culturally Competent Community Health
Workers. (International perspective)
MPH. Health Education. May 22, 1987
School of Public Health
San Jose State University
San Jose, CA
BA. Sociology. May 17, 1985
University of California Berkeley / Berkeley, CA.
Teaching Experience
2010-present:
Assistant Professor
National University
San Diego
Upper Division Courses: Specialization Requirements
Health Promotion (COH: 605 -Evaluation of determinants of health and community health
promotion intervention, cultural sensitivity and appropriateness)
Health Promotion Strategies & Tactics (COH: 618 -Analysis and application of social marketing,
community organization and ecological approaches within strategic health education framework)
Global Health (COH: 601- Investigation of burden of disease, social justice, and equitable health
care, with special emphasis on reproductive health, population dynamics, complex humanitarian
emergencies, globalization and global cooperation)
Core Graduate Courses: Degree Requirements
MHA Healthcare Internship (HCA 691A)
Lower Division Courses: Preparation for the Major
Culture and Health (COH: 310-Identification of the influence of culture on illness, health and
rehabilitation).
Lead Faculty:
Personal Health (COH: 100- Study of health behaviors for optimal physical and emotional
health.
Textbook Writing
1988-present:
Author of UNICEF/UNESCO manuals, textbooks and teaching materials.
Health Education and Community Mobilization Strategies for Local Program Managers
Child to Child Training manuals for school teachers on School based health education
Field manuals for integrated WES approaches.
Editor for UNICEF Health textbooks.
2011-2012:
Co-author Chapter: “Working with Diverse Groups” of the book titled “Cultural Competence for
Health Education Practitioners” 2nd edition to be published by Jossey-Bass, A Publishing Unit of
John Wiley & Sons, Inc. (“Jossey-Bass). In progress.
Teaching and Research Experience
08/03/2004-02/25/2006:
Adjunct Professor and Academic Research Advisor
National University
San Jose, CA
Performed academic advising and instruction in the areas of:
 Language Development Methods (TED 623)
 Cognition, Language and Culture (TED 665)
 Foundations of Education (TED 615)
 Reading/Language Arts Methods ( TED 621)
 The Diverse Classroom (TED 605)
 Diversity and Change (TED 667) University, San Jose.
 Children’s Literature (Lit 430).
Received outstanding evaluations.
06/01/2003 to 05/27/2006:
Adjunct Professor - Internship Coordinator and Academic Research Advisor
Dual Degree Program, University of San Francisco
San Francisco
Designed, implemented and coordinated new mandatory student field work projects.
Performed individual research advising.
Designed, implemented and taught new curriculum for student teachers in the areas of:
 Curriculum development
 Cultural awareness for teachers
 Peace studies and globalization
 International Internship placements (Austria/Switzerland/Holland/Hungary)
Awarded outstanding Teacher of the year 2004
08/01/2006-07/01/2007:
Education Consultant - (Part Time)
Center for Disease Control (CDC), US-Mexico Border Health Association (CDC/USMBHA)
El Paso, Texas
 Conducted research on HIV/AIDS and provided intensive trainings on Interpretation
Protocols & HIV prevention based on PROMOVISION strategies, to staff from the
Departments of Education and Health in Louisiana (New Orleans), Puerto Rico,
Kentucky, New York, and other states as requested by the Center for Disease Control
(CDC).
 Recognized with the assignment of Chair and member of the National HIV/AIDS
Advisory Group, in charge of the development of educational activities for Colleges,
Universities and High Schools.
06/2007 – 06/2010:
High School Principal, Escuela Popular
San Jose, CA
Escuela Popular (EP) High School is a Charter school in San Jose serving over 1,200 students,
with 100% of the students being English Language learners. Of this student population: 95% are
of Mexican origin and 92% qualify for the free and reduced lunch program.
The mission of the school is “Educating to Transform Lives”.
 The strategic instructional programs implemented and developed during the 2008-2009
academic year, resulted in outcomes of increased high school student achievement from
a baseline API of 514 to an API of 640 (120+).
 Successfully conducted grant writing and management to restructure the Child Care
Services for teenage mothers completing their high school. The high level of
improvement led to State and international recognition, illustrated in the inclusion of the
EP Child Care Services in the 2009-2010 category of “Model Child Care Program”.
 Designed, implemented, monitored and evaluated the Community-Based Promotores
Program, (Community Based Health Workers) based on the Cañada College
PromotorEducation & Employment Project (PIEP). The pilot Promotores program started
as elective and became mandatory for high school students and it celebrated its second
year with the graduation of over 50 professional Promotores, who serve as leaders and
advocates at EP and for their communities. The school-based Promotores program
received official recognitions at local and regional levels, and EP Promotores were
assigned as the main organizers of the first annual Community Fair: “Your Health First”.
 Established the After School Learning Resource Center for students who were
determined to require further instructional assistance. Tutors and selected teachers
advice students in small groups or on individual basis.
 Established the College-credit high-school-based program, in close collaboration with
the Deans of Health Science of Community Services from Foothill College. The program
served as a bridge to pursue higher education on the high school campus, offering
students up to 10 college credits courses. The new and promising partnership with
Foothill College has brought knowledge of relevant innovations in Community Colleges.
 Initiated the “Art in Nature” outdoor education project, which grew to become the
foundation for a comprehensive curricular strategy. Activities included: Popular theater,
oleo-painting, sculpture, drawing, photo-voice, and the first United Nations Model Club.
01/1999-12/2004:
Director Consultant
Health at Work Program (H@W), Central Labor Council,
San Mateo, CA
 Planned, implemented and evaluated every educational intervention offered by the San
Mateo Central Labor Council, to serve bilingual and multiethnic workers of the County.
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Successfully obtained 100% financial support for five years sustainability of the H@W
program for families and their children. Strategically channeled obtained resources to
support the implementation of the weekly lunch services, monthly rental assistance, and
special educational/job preparation programs for displaced workers after Sept 11th.
According to outcomes of baseline assessment on most felt needs of the community,
designed curriculum, implemented, and evaluated trainings programs on: English as a
second language (ESL), maternal health, stress management, prevention of chronic
diseases: diabetes, cholesterol, high blood pressure, asthma, lupus, and HIV/AIDS.
Acted as primary liaison between H@W service learning programs, and integrated them
with the health prevention program at Stanford University Chronic Disease Self
Management Research Center, and also with the Labor Occupational Health Program of
the University of California, Berkeley, School of Public Health.
Monitored program reviews, and in a timely manner submitted periodic updates and
midterm /annual reports to universities, agency administrators, donors, and partners of
the program.
Received special award as Woman of the Year for 2006. (“Lideres Latinas”).
01/1999-01/2000:
Director of Language Interpretation Program
San Francisco State University/CCSF
California Endowment
San Francisco, CA
The program included Language Coaches during language lab sessions, to train students on
skills for interpretation and translation into English from seven different languages: Spanish,
Portuguese, Mandarin, Cantonese, Vietnamese, Russian, and Burmese.
 Managed and Coordinated the Interpreter Program, and with support from the California
Endowment created new Internship sites for new professional interpreters at the
University of California San Francisco, Stanford Hospital, Oakland Children Hospital,
and San Mateo Health Services.
 Taught the entire curriculum on the roles and responsibilities of a professionally trained
interpreter, code of conduct, types and modes of translation and interpretation, linguistic
advocacy, as well as essential topics for medical interpreters, including: weight and
health, Epidemiology, family planning, women's health, pregnancy, newborn care,
pediatrics, nutrition, HIV/AIDS, hospice, gerontology, immune system, endocrine &
exocrine systems, adolescent health, men's health, diabetes, dermatology, and
international health issues. (Fistula)
 Participated as speaker in several regional and national conferences, and was invited as
Consultant to design, implement, monitor, and evaluate new interpreting services, which
over the past five years have demonstrated successful approaches for sustainability and
replicability.
 Organized delegation to Sacramento advocating for Interpretation services at major
hospitals and clinics for non-English speaking patients: The bill passed in 2005.
01/2000-05/2003:
Coordinator Student Services (Part Time)
University of California, San Francisco
San Francisco, CA
 Coordinated initial and periodic student orientation sessions to raise awareness on
various services offered by the University.
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Provided reinforcement of strategic promotion of various programs for international
students.
Supported the hiring Committee ensuring that the interviewing and selection process
were proactive and sensitive in the hiring and retention of culturally diverse staff for the
Student Services
10/1985-12/1987:
Health Educator
Mission Neighborhood Health Center-San Francisco
Alta Bates Hospital-Berkeley,
Highland Hospital- Oakland, CA
 Completed a Resource manual for patient education on high-risk pregnancy condition, to
be used on the antenatal unit, to educate monolingual Spanish speaking patients. Topics
such as pre-term labor, placenta previa, traditional remedies, and high-risk conditions
during pregnancy and postpartum were covered.
 Developed curriculum and established a comprehensive Prenatal Education package
with adequate and culturally relevant materials, such as videos, slides, cassettes,
and simple booklets, in order to reinforce behavioral changes for positive practices.
 Researched and compiled funding resources appropriated for strengthening the mid pregnancy and the New Baby Care Program.
 Planned, implemented and evaluated health education projects for gynecologists and
nurses of pre-term units of Alta Bates and Highland Hospitals.
 Developed, printed and distributed a community resource manual listing reproductive
health, social and medical services for the target populations.
02/1982-02/1983:
Educator and Counselor
San Mateo County Office of Education
Half Moon Bay and San Mateo, CA
 Designed, implemented vigorous outreach programs into the community.
 Conducted assessment, counseling and job placement services for disadvantaged and
handicapped youth.
 Developed strategy to assist youth with a bicultural/bilingual perspective in Health
Education, sensitive to the adolescence changes and challenges.
 Received special Award for the quality and quantity of services provided. The numbers
of youth served with the secondary school district and social services agencies had
never been achieved in the sixteen-year history of the program.
10/1981-10/1982:
Health Educator,
University of California - Berkeley Extension
Berkeley, CA
 Implemented and participated in evaluation of the Health education - Expanded Food
and Nutrition Education Program for new mothers.
 Established a vigorous outreach to serve the Mexican and Portuguese communities
living in rural areas of Pescadero and Half Moon Bay.
 Received honor award for the high level of professionalism demonstrated.
04/ 1979-04/1980:
Community Health Educator
Department of Public Health - Mental Health – Adolescent Unit- San Mateo County,
San Mateo, CA
 Instituted outreach and educational projects to teenagers to prevent sexual victimization
and unintended pregnancy.
 Counseled youth, families and groups facing problems such as child abuse, drug
addiction, alcoholism, suicide and other self-destructive behavior.
 Established a clear, systematic and effective approach to run a post-institution program
for delinquent youth.
 Provided outpatient care to high-risk severely emotionally disturbed youth of target
population within communities of San Mateo County.
Executive Administrative Experience
08/ 1996 – 08/1997:
Interim Academic Dean
Departments of Social Medicine and Rural Education
Valle University,
Cali, Colombia
 Conducted baseline studies, identified priorities for intervention, wrote grant proposals,
and strategically allocated resources in the areas of Social Medicine and Rural
Education, improving services for students of both Departments.
 Served as Model Professor, teaching three courses to groups of 30 – 40 graduate
students, and having professors of both Departments conducting visit-observations, and
receiving reciprocal visits.
 Implemented the Performance Evaluation Report (PERs), as a tool to determine
concrete benchmarks.
 Facilitated academic partnerships between the various University Departments, and
managed the outreach programs to feeder high schools in Valle State.
 Acted as Chair for the selection Committee of new teachers, organized orientation
programs, and monitored schedules and new faculty workload.
 Established educational, artistic, and recreational programs, for students attending the
Departments of Social Medicine and Rural Education, all aimed to ensure retention and
reduction in the drop-out rate.
 Developed and communicated a vision and common understanding of quality studentcentered teaching, all geared towards improving curriculum and instructional practice.
 Appointed as UNICEF Consultant for Education Program in South East Asia
UNITED NATIONS EXPERIENCE
07/1995-01/1999:
Consultant Director- Project Officer L-4,
National Health Education Programs,
UNITED NATIONS: UNICEF,
Colombia, South America
 Managed the planning, coordination, and implementation of the Pro-Andes Program in
Colombia. Pro-Andes is the Sub-Regional Program for Latin America, sponsored by the
Spanish Committee for UNICEF, the International Development Bank (IDB), and USAID.
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The interventions are aimed to assist indigenous, black, socio economically
disadvantaged communities, and NGOs in area-based projects, with special emphasis
on: Literacy, Basic Education, Primary Health Care/Nutrition, as well as micro-credit and
micro enterprises for health prevention projects in Bolivia, Ecuador, Peru, Colombia and
Venezuela.
Supervised monitoring and evaluation of five-year strategic plan, to ensure availability of
quantitative and qualitative data of community based prevention research. Special
emphasis was placed on the impact of culturally relevant interventions.
Submitted grant funding reports on the implementation of efficient and effective low-cost
approaches, following the Pro-Andes-UNICEF framework, according to national and
international donor policies.
06/1991-06/1995:
Director Project Officer L-4 ,
National Health Education Program,
UNITED NATIONS: UNICEF, Nigeria, West Africa.
 Managed the UNICEF Country Program on Health Education, and co-facilitated the
execution of the five year strategic plan to expand health coverage, and reduce national
mortality and morbidity rates.
 Established the Global Health Project in conjunction with Harvard University, USAID and
WHO, to develop institutional capacity, by analyzing over hundred proposals for the
control of diarrhea disease (CDD) submitted by Nigerian medical professionals, and
secured substantial funding for project implementation and sustainability.
 Acted as liaison between several global health programs, UNICEF Country office, and
national counterparts, members of the International task force for the reduction of CDD
morbidity and mortality.
 Modeled diplomacy at international conferences, forums, special missions, and other
related meetings. Also, reported as health technical officer of the taskforce for Africa
Region, in several African countries, including: Swaziland, South Africa, Kenya,
Tanzania, Ghana, Burkina Faso, Côte D’Ivoire and Benin.
 Directed the professional appointment committee (APC) in charge of recruiting and
selecting high-level principal investigators, health project managers, and regional officers
for UNICEF Country office. Special attention was paid to ensure gender equity in staffing
of senior leadership positions.
08/1988-06/1991:
Director –Project Officer L- 4,
National Social Communication Program ,
UNITED NATIONS: UNICEF, Guinea Bissau, West Africa
 Built partnerships and cooperation with UNESCO, CUSO, WHO, and USAID to expand
UNICEF Country Programs in order to attain global perspectives, stronger institutional
capacity, and increased opportunities in meeting strategic decade goals for the
Portuguese speaking countries: Guinea Bissau, Angola, Mozambique, Sao-Tome and
Cape Verde.
 Participated as speaker in international workshops and conferences on worldwide
emerging health education and cultural issues.
 Wrote donor reports based on the review and analysis of quantitative/qualitative data,
collected from Action Research Projects (ARP).
Summer 1992-1994-1997:Short term Consultancies
Consultant Health & Education Projects,
UNITED NATIONS: UNICEF, South East Asia and Latin America.
2011-2012
 Appointed as member of the Evaluation Team for Health Educational programs
developed by the UN National Health Education Task Force.
Research Interests
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Maternal and New Born Health (Global Perspective)
Community empowerment
Grassroots interventions in the reduction of health and education disparities.
Interconnections between politics, power and poverty: Building the essential link
between education- advocacy and empowerment.
Peace processes
Social Justice
ADDITIONAL ACADEMIC BACKGROUND(in chronological order)
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University of San Diego
Strategies in Curriculum Development
University of Connecticut
Strategies for Accelerated Schools Plus
University of California- Berkeley
Occupational Health – Urban Education. (Official transcripts sent to NU).
UNICEF/WHO/UNESCO
Over fifty (50) International Conferences in Europe, Asia, and Africa
As Participant and also as Presenter
Stanford University
Two years Graduate Studies for the Doctoral Degree on Tropical Medicine Program
Five (5) of my UN publications are on Tropical Medicine.
Publications
Diaz, A.L, Schoeller-Diaz, D.A., Ringe H.A.Community Health Workers’ effectiveness in the
prevention of the Ulysses Syndrome. Proceedings Second International Conference of
Indigenous and Cultural Psychology, Factors Promoting Happiness, Health, and Quality of
Life 2011, 2011 December, 23(061):18
Diaz A, Labarca C, Osorio, L. Ulysses Syndrome. Athena Migration and Health. Int Rev
Psychiatry.2011 November.
Diaz A, Schoeller DA. Dead Quetzal Flying: Gang-Based Asylum in Central American Youth.
Health and Human Security in Border Communities (publication in progress)
Diaz A. (2007). Indigenous Culturally Connected Health Educators/Promotoras: Preventing
HIV/AIDS in the Latino community of San Francisco and San Mateo, University of San
Francisco, California. Dissertation 285 pages.
Diaz A. Women and the new millennium: Scientific contributions in favor of humankind.
Technical Report 90. Vatican Research Center, Italy 1999.
Osorio JA, Diaz A. Serving Afro- Colombian- Indigenous and rural communities in extreme
levels of poverty: Choco, Narino, Guajira, Amazonas. Technical Report 07 UNICEF, Bogotá,
Colombia, 1997.
Diaz A.Community-based Care during the Childbearing years.Technical Report. 01-22.
UNICEF, Bogotá, Colombia,1996.
Diaz A. PROANDES- National strategies on basic education: Technical Report 02-97.
Supervivir Project UNICEF, Bogotá, Colombia, 1996.
Diaz A. Training Nurses on Principles of Breastfeeding annual report following the Kangaroo
model, January 1, 1995 through December 31, 1996. Technical Report 08-77. UNICEF,
Cepeda C, Munoz J, Diaz AL. Voces de los Niños. Bogotá, Colombia – Lima, Perú, La Paz,
Bolivia, Quito, Ecuador.Technical Report 20-89. Audio-documentaries. UNICEF, Bogotá,
Colombia, 1996.
Diaz AL. Field manual for Program Managers, Nurses and Teachers: Saving Nigerian Children.
UNICEF, Lagos, Nigeria. 1993.
Diaz AL, Braide E. Basic manual on Health Education strategies for the prevention of
Dracunculiasis. Technical Report 22.001 CUSO/UNICEF. 1992
Mung KS, Diaz AL. Child-to-Child Approach - Education Strategies. Technical Report 09.13.53
UNICEF, Lagos, Nigeria. 1991.
Diaz AL. HIV/AIDS and the Vulnerability of Guinean Women. Technical Report 55.22. 77 World
Health Organization/UNICEF, Guinea Bissau. 1990.
Diaz AL. The role of women in the prevention of breast cancer – Health Issues. Paper
presented at United Nation Decade goals. UNICEF, New York. 1988.
Diaz AL.Dracunculiasis: The Forgotten disease of forgotten people. Stanford University. 1987
Diaz AL, Sessia-Lewis P. Changes in Traditional Midwifery in Oaxaca Region. Technical Report
Ministry of Health, Mexico, Mexico and UC Berkeley Press.1983.
Osorio JA, Diaz AL Los doctores tienen la palabra: Technical Report Antioquia University,
Medellín, Colombia.1983.
Diaz AL, Osorio JA. Supporting Young Mothers with Education Programs. Annual report on low
birth rate. School of Nursing, School of Public Health, Medellin, Colombia 1978.
Diaz AL. Traditional birth attendants and basic educators in the remote areas of the Guambiano
Community. Series of articles published in the Newspaper: Voz Indigena. Cauca, Colombia.
1977-1976.
Languages
Fluent:
English and Spanish.
Intermediate:
Portuguese and French.
Professional Reference
Mr. Kunio Waki
Representative UNICEF Nigeria (Direct Supervisor)
Former Deputy Director UNFPA
After 36 years of work with UN agencies including UNICEF, UNFPA and UNDP, Mr. Waki
retired in Kobe, Japan, and is now teaching at the School of Policy Studies Kwansei Gakuin
University - Kobe Japan as Visiting Professor.
kuniow@yahoo.com
Academic Reference
Dr. Linda Walsh, B.S.N., University of Connecticut; M.P.H. and Nurse Midwifery Certificate, John
Hopkins University; Ph.D. University of Pennsylvania.
USF Professor (Dissertation Committee)
Dr Walsh is currently the Chair, of the President's Advisory Committee on the Status of Women.
walsh@usfca.edu (415)422-6681
Angela Drake, Ph.D.
Licensed Psychologist CA PSY13616
3023 Fried Ave
San Diego CA 92122
Cell: (858) 531-4587
Email: psychdoc49@yahoo.com
EDUCATION AND LICENSURE:
 Licensed Psychologist
 Clinical Neuropsychology Post-doctoral Fellowship, VAMC, San Diego
 Pre-doctoral Internship, VAMC & University of California, San Diego
 Ph.D., Clinical Psychology, Auburn University
 M.S., Clinical Psychology, Auburn University
 B.A., Psychology/Anthropology, University of Montana
SUMMARY OF SKILLS:
 Experienced in proposal development and preparing statements of work in
response to RFPs and government contracting opportunities related to military and
VA healthcare
 Skilled in developing multi-year strategic planning for clinical and research
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programs, including implementing new clinical care initiatives to address the needs
of OIF/OEF service members and veterans
Knowledgeable about implementation of process improvement and ongoing
accountability efforts within a multi-site research and clinical care organizations
Skilled in all aspects of research related to post-deployment behavioral health and
medical concerns, including developing new research programs, establishing
collaborative relationships with other researchers and writing research proposals
for military and VA funding
Experienced in devising data collection plans, power analyses and consent forms
using military protocols, working with IRB and Human Use Committees at Naval
Hospital San Diego and Walter Reed Army Medical Center
Skilled at implementing research protocols in military and VA settings, analyzing
research data using SPSS and writing manuscripts for peer-reviewed journals
Experienced in reviewing research proposals submitted to VA for funding through
the TBI Research Study Section at VA Central Office
Skilled at developing best practices and new policies related to rehabilitative care
for brain injury and behavioral health conditions in OEF/OIF veterans
Expertise in the evaluation of innovative DoD behavioral healthcare programs,
including developing and implementing measures of program impact , analyzing
findings and generating recommendations for program improvements
Knowledge of HR policies and procedures, including personnel recruitment and
selection, performance appraisal, termination and EEOC policies
Seasoned clinician with considerable clinical experience in treating postdeployment health and behavioral health issues and implementing treatment and
rehabilitation strategies
Demonstrated ability to collaborate with and supervise cross-functional teams and
diverse work groups, including healthcare providers, program analysts and
administrative support personnel
Expertise in development of continuing education courses (CME) for medical and
behavioral health providers, including development of quality curriculum focused
on post-deployment health (e.g., mild TBI, chronic pain, sleep disorders, endocrine
disorders, polytrauma) and behavioral health concerns
Experienced working with healthcare and military stakeholders at all levels,
including senior military and VA leaders to service members and their families
PROFESSIONAL EXPERIENCE:
8/2011 – Present
Clinical Professor, National University, Department of Community Health, School of
Health and Human Services. San Diego CA
Clinical Consultant, Veteran’s Village of San Diego, San Diego CA.
11/2009 to 8/2011
Senior Program Manager, Program Evaluation Team, Contract to the Defense
Center of Excellence for Psychological Health and TBI (DCoE), Silver Spring, MD .
5/2009 to 11/2009
National Liaison, Division of Clinical and Educational Affairs, Defense and Veterans Brain
Injury Center, Walter Reed Army Medical Center.
6/1998 to 11/2009
Senior Scientific Director, Defense and Veteran’s Brain Injury Center, Naval Medical Center,
San Diego, CA.
2/1994 to 5/1998
Clinical Neuropsychologist, Department of Neurosciences, Naval Medical Center, San Diego,
CA
5/1991 to 2/1994
Post-doctoral Neuropsychological Fellow, Psychology Service, Department of Veterans
Affairs Medical center, La Jolla, CA.
7/1990 to 4/1991
Clinical Research Associate, UCSD, Psychiatry Department.
7/1989 to 7/1990
Pre-doctoral Clinical Psychology Intern, Psychology Service, DVAMC , La Jolla, & Psychiatry,
UCSD
FACULTY APPOINTMENTS
2006
2006
Adjunct Professor, Department of Psychology, San Diego State University, San Diego
CA (non-salaried)
Clinical Professor, Department of Psychiatry, University of California at San Diego
(non-salaried)
HONORS
Ad Hoc Reviewer, VHA, Research and Development Service, Scientific Merit review
Board Meeting, Brain Injury: TBI and Stroke (RRD1), Arlington VA, Feb 23-25, 2011.
Invited Member, Committee on the Development of VA and DoD Clinical Practice
Guidelines for the Management of Concussion, MTBI, sponsored by MEDCOM, U.S.
Army Medical Command, Fort Sam Houston, TX, October 2007- June 2008
http://www.healthquality.va.gov/management_of_concussion_mtbi.asp)
Invited Participant, Symposium on Severe and Minimally Conscious
Wounded Warriors. Sponsored by Defense and Veterans Brain Injury Centers
and Dr. George Zitnay March, 2008, Johnstown PA
Invited Participant, “Approaches to brain injury screening, treatment,
management and rehabilitation: A State of the Art Conference, Sponsored by the
Department of Veterans Affairs Office of Research and Development, Arlington VA,
Apr 30 to May 2, 2008 (http://www.hsrd.research.va.gov/meetings/sota )
Invited Member, Committee on the Neurobehavioral Sequelae following Traumatic
Brain Injury: Development of Evidence-based guidelines, Sponsored by the Centers
for Disease Control and Prevention, 2001.
Invited Member, Committee on evidence-based of treatment guidelines for Mild
Traumatic Brain Injuries, Sponsored by the Brain Injury Association, 1999.
Invited Member, Scientific and Research Advisory Committee, Brain Injury
Association of America (BIA) May 1996 to September 1998.
Invited Participant, Aspen TBI Neurobehavioral Conference, Aspen CO, January,
1997.
National Research Service Award Winner, National Institute of Drug Abuse
(NIDA) Sponsored by VA San Diego Healthcare System (VASDHS), April 1991-May
1993.
SELECTED RESEARCH PROJECTS:
2003- present, Associate Investigator and Consultant, Diagnosing and Monitoring Combatrelated TBI Utilizing MEG and Advanced MRI Techniques, VA Merit Review awarded to Dr. M.
Huang, Department of Radiology, VAMC, La Jolla and University of California, San Diego.
Developed a research project using novel neuroimaging techniques with Dr. Huang and Dr. Lee to
document blast injury effects on the brain of active duty service members. Protocol includes
comprehensive neuropsychological assessments and measures of psychological and functional
outcome, in addition to measures of diffuse tensor imaging and MEG. Currently funded through a
VA Merit Review to the PI.
1998 – 2001, Principal Investigator, Surveillance of Concussive Injury in the Field Camp
Pendleton, CA. Developed and implemented a study of concussive injury in an operational setting,
including implementation of a comprehensive surveillance program and initial evaluation of
mental status and balance functioning. An integral part of this program was to develop and
implement a CME program for medical providers at Camp Pendleton. Several hundred general
medical officers and medical corpsman were trained on assessment and management of
concussion. This program was funded internally through the Defense and Veterans Head Injury
Program
1995-1998, Principal Investigator, Mild Traumatic Brain Injury and the Effects on Everyday
Functioning, Naval Medical Center, San Diego, CA. Supported by the Defense and Veterans Head
Injury Program. Developed and completed a longitudinal cohort study of MTBI with 160 patients
and controls. The study assessed everyday functioning, including cognitive, vocational,
psychosocial and marital functioning. This study was funding internally through the Defense and
Veteran’s Head Injury Program.
1991-1993, NIDA Post-doctoral Research Fellow, Psychology Service, Department of Veterans
Affairs Medical Center, La Jolla, CA. Sponsor: Nelson Butters, Ph.D. Designed and conducted a study
of the effects of substance abuse on cognitive functioning in women. This study was funded
through the National Institute of Drug Abuse, #F32 DAO5539-01 DACB.
PUBLICATIONS:
Kennedy, JE, Jaffee, MS, Drake, AI, Ryan, LM, and Warden, D. Post-traumatic Stress Disorder
Symptoms following TBI in a military population. [Journal Article], in preparation for
submission, 2012.
Huang, M., Nichols, S., Robb, A., Angeles, A, Drake, A., Holland, M. An Automatic MEG LowFrequency Source Imaging Approach for Detecting Injuries in Mild and Moderate TBI
Patients with Blast and Non-Blast Causes. Manuscript accepted for publication in
Neuroimage, APR 2012
Schiehser, D, Delis, D, Filoteo, V,Delano-Wood, L, Han, D, Jak, A, Drake, A., Bondi, M. (2011)
Are Self-Reported Symptoms of Executive Dysfunction Associated with Objective Executive
Function Performance Following Mild-to-Moderate Traumatic Brain Injury? Journal of
Clinical and Experimental Neuropsychology, 33(6), 704-714.
Drake, AI, Meyers, KS, Cessante, L, Cullen, M, McDonald, E, Holland, M. (2009). Routine
screening for TBI following Combat Deployments. Neurorehabilitation. [Journal Article],
26(3): 183-9.
Han, D., Drake, A., Bondi, M. (2009). Integrated imaging approach with MEG and DTI to
detect mild traumatic brain injury in military and civilian patients. [Journal Article] Journal
of Neurology,Neurosurgery and Psychiatry. 78(10):1103-8.
Huang, M, Theilmann, R, Robb, A., Angeles, A., Nichols, S, Drake A. Integrated imaging
approach with MEG and DIT to detect mild traumatic brain injury in military and civilian
patients. [Journal Article], Journal of Neurotrauma, 26(8): 1213-26.
Han, D., Suzuki, H., Drake AI, Jak, AJ, Houston WS, Bondi, MW. (2009). Clinical, cognitive and
genetic predictors of change in job status following traumatic brain injury in a military
population. [Journal Article]. Journal of Head Trauma Rehabilitation, 24(1):57-64.
Han, D., Drake, A, Cessante, L (2008). APoE and TBI in a military population: Evidence of a
neuropsychological compensatory mechanism? [Journal Article] Journal of Research and
Rehabilitation, 24(1): 57-64.,
Han, S.D., Drake, A.I., Cessante, L.M., Houston, W.S, Delis, D.C., Filoteo, J.V., Bondi, M.W.
(2007).. Apolipoprotein E. and traumatic brain injury in a military population: Evidence of
a neuropsychological compensatory mechanism. [Journal Article] Journal of Neurology,
Neurosurgery & Psychiatry. 78(10): 1103:8.
Warden, DL, Gordon, B, McAllister, TW, Silver JM, Barth JT, Bruns J, Drake A et al. (2006).
Guidelines for the pharmacologic treatment of neurobehavioral sequelae of traumatic brain
injury, [Journal Article]. Journal of Neurotrauma: 23(10): 1468-501.
Drake, AI, McDonald, EC, Magnus, NE, Gray, N, Gottshall, K (2006). Utility of Glasgow Coma
Scale-Extended in symptom prediction following mild traumatic brain injury. [Journal
Article] Brain Injury, 2006; 20(5): 469-475.
Gottshall K. Gray N. and Drake AI. (2005). A unique collaboration of female medical providers
within the United States Armed Forces: rehabilitation of a marine with post-concussive
vestibulopathy. [Case Reports. Journal Article] Work. 24(4):381-6
Gottshall K, Drake AI, Gray N, McDonald E, and Hoffer ME.(2003) Objective vestibular tests as
outcome measures in head injury patients. [Journal Article] Laryngoscope. 113(10):1746-50.
McLay, RN, Drake, A., Rayner T. (2005). Persisting dementia after isoniazid overdoes. [Case
Report. Journal Article], Journal of Neuropsychiatry and Clinical Neurosciences. 17(2): 256-7.
McLay, RN, Drake, A., Santiago, PN, Kim CH. (2004). Major depressive disorder with psychotic
features in an aviator after head trauma.[Case Report. Journal Article] Aviation Space and
Environmental Medicine. 75(2): 175-9.
Sylvia, FR, Drake, AI, and Wester, D. (2001). Transient Vestibular Balance Dysfunction after
primary blast injury. [Case Reports. Journal Article], Military Medicine, 166(10):918.
Bierley, RA., Drake, AI., Ahmed, S., Date, E., Rosner, M., Wader, DL., Salazar, AM., and the Defense
and Veteran’s Head Injury Program Study Group. (2001). Biased responding: A case series
demonstrating a relationship between somatic symptoms and impaired recognition memory
performance for traumatic brain injured individuals. [Journal Article] Brain Injury, 15(8): 697-714.
Drake, AI, Gray, N.,Yoder, S, & Llewellyn, M. (2000). Predictors of return to work following mild
traumatic brain injury: A discriminant analysis. [Journal Article] Journal of Head Trauma
Rehabilitation, March, 15(5):103-12,.
Drake, AI and Bradshaw, DA. (1999). Sleep disturbances following traumatic brain injury. The
Brain Injury Source, 3(4): 24-25.
Drake, AI (1998) Mild traumatic brain injury: A multidisciplinary study. The Brain Injury Source,
2(1): 38-39.
Wester, D, Drake, AI, and Gray, N. (1997) Vestibular functioning following traumatic brain injury.
Vestibular Update.
Bondi, M, Drake, AI, & Grant, I. (1998). Verbal learning and memory in alcohol abuse subjects and
poly-substance abuse subjects with concurrent alcohol abuse. [Journal Article] Journal of the
International Neuropsychological Society, 4(4): 319-28.
Drake, AI, Butters, N., Shear, PK, Smith, T., Bondi, MW, Irwin, M, and Schuckit, M. (1995). Cognitive
recovery with abstinence: The role of family history for alcoholism. [Journal Article] Journal of
Studies on Alcohol, 56: 104-109.
Drake, A.I., Bondi, M.W., Butters, N., Kirson, D., & Griffith, T. (1993). Information processing deficits
in alcoholics and polysubstance abusers with concurrent alcohol abuse. [Journal Article] Journal of
Clinical and Experimental Neuropsychology, 15, pp. 94, abstract.
Drake, A.I., Hannay, H.J., & Burkhart, B. (1993). The construct validity of the Continuous
Visual Recognition Memory Test. [Abstract] Journal of Clinical and Experimental
Neuropsychology, 15: 62..
Drake, A.I., Butters, N., Shear, P.K. (1993). Cognitive recovery with abstinence and its effects on
family history for alcoholism. [Journal Article] Journal of Clinical and Experimental
Neuropsychology, 15 93.
Bondi, MW, Drake, AI, Butters, N., Griffith, T.(1993). Verbal memory impairments in
alcoholics and polysubstance abusers with concurrent alcohol abuse. [Journal Article] Journal of
Clinical and Experimental Neuropsychology, 15: 94-99.
Drake, AI. & Hannay, HJ. (1992). Continuous recognition memory tests: Are the assumption of the
Theory of Signal Detection met? [Journal Article] Journal of Clinical and Experimental
Neuropsychology, 14:539-44.
Drake, AI., Hannay, HJ., & Gam, J. (1990). The effects of chronic alcoholism on lateralized cerebral
functioning: An examination of gender differences. [Journal Article] Journal of Clinical and
Experimental Neuropsychology, 12: 781-797.
PROFESSIONAL PRESENTATIONS:
Drake, AI. (2008). A comparison of mild TBI and PTSD: Some symptoms are distinct. Presented at
the USMC Combat Operational Stress Conference, San Diego CA. (http://www.usmcmccs.org/cosc/conference).
Drake, AI. (2008).
Huang, M, Nichols, S, Robb, A., Angeles, R., Drake, A. (2008). Detecting subtle neuronal injury in
mid traumatic brain injury using integrated imaging approach with magnetoencephalography and
diffusion tensor imaging. Paper presented at the Society for Neurosciences Annual Conference,
Washington D.C.
(http://www.signonsandiego.com/uniontrib/20080509/news_1n9brain.html)
Boyd, C., Drake A. Cognitive and Mood Sequelae Associated with Electrical Injury and Lightning
Strike; Poster accepted to the National Academy of Neuropsychology 2006 Conference.
Boyd, C., Holland, M., Drake, A. Baseline Neuropsychological Evaluation of a Patient with a
Dermoid Cyst Bifrontal Craniotomy Resection; Poster accepted to the National Academy of
Neuropsychology 2006 Conference.
Gottshall, K, Hoffer, M, Drake, A. Vestibular disorders after head trauma: Cutting edge diagnosis
and management. Presented at the American Physical Therapy Association Annual Meeting, FEB,
2006, San Diego.
Han, S.D., Drake, A.I., Cessante, L.M., Jak, A.J., Delis, D.C., Huynh, D.V., Filoteo, J.V., & Bondi,
M.W. (2005). The Role of APOE Genotype on Cognition Following Mild to Moderate Traumatic
Brain Injury in a Military Population. Presented at the 35th Annual Meeting of the Society for
Neuroscience in Washington, D.C. Program No. 471.9. 2005 . Washington, D.C: Society for
Neuroscience.
Gottshall, K, Hoffer, M, Drake, A & Gray, N. Objective measures of vestibular functioning following
head injury. Paper presented at the Annual Meeting of the American Neurotology Society, May,
2002.
Bradshaw, D., Drake, AI, Magnus, N., & Gray, N., McDonald, EC. Pre-injury sleep complaints in
patients with mild traumatic brain injury. Poster presented at the Annual American Academy of
Sleep Medicine Meeting, 2002.
Wester, DC., Sylvia, F, Drake, AI, & Hoffer, ME. Transient Vestibular-Balance Dysfunction following
Primary Blast Injury. Poster presented at the 24th Annual Association for Research in
Otolaryngology Meeting, St. Petersberg, FL, Feb, 2001.
Eastvold, A, Drake, AI, Gramling, L. Executive functions and processing speed following mild
traumatic brain injury. Poster presented at the 3rd World Congress on Brain Injury, Quebec City,
Canada, June, 1999.
Drake, AI, Gray, N, Yoder, S., Llewellyn, D. Ratings of vocational function and their relationship to
executive dysfunction, apathy, and disinhibition. Poster presented at the 3rd World Congress on
Brain Injury, Quebec City, Canada, June, 1999.
Eastvold, Angela, Drake, AI, Gramling, L. Information processing and Mild Traumatic Brain Injury.
Poster presented at the 3rd World Congress on Brain Injury, Quebec City, Canada, June, 1999.
Johnson, T, Klingler, E, Drake, AI. Limitations in the predictive validity of prognostic variables
following MTBI, Poster presented at the 3rd World Congress on Brain Injury, Quebec City, Canada,
June, 1999.
Drake, A., Wester, D., & Gray, N. Vestibular dysfunction and cognitive impairment following
traumatic brain injury: Implications for outcome. Poster presented at the Annual International
Neuropsychological Society Meeting, Honolulu, HI, February, 1998.
Drake, AI, Yoder, S., Gramling, LJ, & Bloom, J. Patient versus Family Ratings of Behavioral and
Emotional Changes Associated with Frontal Lobe Damage following Mild Traumatic Brain Injury.
Poster presented at the Ninth Annual Meeting of the American of Neuropsychiatric Association,
Honolulu, HI, February, 1998.
Gramling, LJ, Drake, AI, Stout, J & Bloom, J. The Relationship Between Ratings of Frontal
Dysfunction and Performance on Neuropsychological Testing. Poster presented at the Ninth
Annual Meeting of the American Neuropsychiatric Association, Honolulu, HI, February, 1998.
Gray, N, Drake, A.I., Wester, D., Bloom, J. Qualitative Aspects of Evaluations Increases the Accuracy
of Identification of Questionable Effort. Poster presented at the Ninth Annual Meeting of the
American Neuropsychiatric Association, Honolulu, HI, February, 1998.
Thatcher, R, Bierley, R. & Drake, A. The relationship between EEG and Sternberg Information
Processing Task. Poster presented at the Ninth Annual Meeting of the American Neuropsychiatry
Association, Honolulu, HI, and February 1998.
Conners, D., Drake, AI, Bondi, MW, Delis, DC. Detection of feigned cognitive impairments in
patients with a history of mild to severe close head injury. Poster presented at the American
Academy of Neurology Meeting, Boston MA, 1997.
Western, D. & Drake, A. Dizziness and balance problems following mild traumatic brain injury.
Seminar presented at the 9th Annual Interdisciplinary Seminar: Diagnostic and Rehabilitative
Aspects of Dizziness and Balance Disorders, Denver, CO, December 1997.
Drake, AI, Yoder, S, & Kinglier, EJ. Marital adjustment following mild traumatic brain injury.
Poster presented at the 16th Annual Brain Injury Association Meeting, Philadephia, PA, November,
1997.
Gray, N, Drake, AI, & Wester, D. Difficulties of daily living associated with vestibular dysfunction
and their impact on outcome following TBI. Paper presented at the 16th Annual Brain Injury
Association Meeting, Philadephia, PA, November, 1997.
Connors, D., Drake, AI, & Bond, M. The detection of feigned cognitive impairments in patients with
a history of mild to severe closed head injury. Poster presented at the Annual American Academy
of Neurology Meeting, Boston, MA, April, 1997.
Drake, A, Wester, D, Gray, N, Bloom, J, Hoffer, M. and O’Leary, M. Improvement in the quality of life
following treatment of dizziness, vertigo, and poor balance in TBI patients. Paper presented at the
15th Annual Brain Injury Association Meeting, Dallas, TX, November, 1996.
Bierley, R., Ahmed, S., Date, E., Drake, A., Bloom, J., & Salazar, A. Response bias for two measures of
recognition memory: Clinical and theoretical implications. Paper presented at the 15th Annual
Brain Injury Association Meeting, Dallas, TX, November, 1996.
Bierley, R., Drake, A., Ahmed, S., Date, E., Bloom, J., Sparrow, J., & Salazar, A., Case report of an
interaction between cognitive and social factors in disruption of recognition memory. Poster
presented at the 8th Annual Meeting of the American Neuropsychiatric Association, Orlando, FL,
February, 1997.
Drake, A., Bierley, R., Bloom, J., Date, E., Salazar, A. The effects of alcohol consumption at time of
injury on verbal memory performance following traumatic brain injury. Poster presented at the
International Neuropsychological Society's Annual Conference, Chicago, IL, 1995.
Bloom, J., Gray, N., Limjoco, J., & Drake, A.I. Unique return to work strategies utilized for TBI
patients within the U.S. Navy. Poster presented at the National Head Injury
Foundation's 14th Annual National Symposium, San Diego, CA, 1995.
Drake, A.I., Jernigan, T.L., Butters, N., Shear, P.K., & Archibald, S.L. Volumetric changes on Magnetic
Resonance Imaging in chronic alcoholics: A one-year follow-up. Paper presented to the
International Neuropsychological Society's Annual Conference, Cincinnati, Ohio, 1994.
Drake, A.I., Bondi, M.W., Butters, N., Kirson, D., & Griffith, T. (1993) Information processing deficits
in alcoholics and polysubstance abusers with concurrent alcohol abuse. Paper presented to the
International Neuropsychological Society's Annual Conference, Galveston, Texas, 1993.
Drake, A.I., Hannay, H.J., & Burkhart, B. (1993) The construct validity of the Continuous
Visual Recognition Memory Test. Paper presented to the International Neuropsychological
Society's Annual Conference, Galveston, Texas, 1993.
Drake, A.I., Butters, N., Shear, P.K. (1993) Cognitive recovery with abstinence and its effects on
family history for alcoholism. Paper presented to the International Neuropsychological Society's
Annual Conference, Galveston, Texas, 1993.
Bondi, M.W., Drake, A.I., Butters, N., Griffith, T. (1993). Verbal memory impairments in
alcoholics and polysubstance abusers with concurrent alcohol abuse. Paper presented to the
International Neuropsychological Society's Annual Conference, Galveston, Texas, 1993.
Drake, A.I., & Hannay, H.J. Continuous recognition memory tests: Are the assumptions of the
Theory of Signal Detection met? Poster presented at the International Neuropsychological
Society's Annual Conference, San Antonio, 1991.
Drake, A.I. & Hannay, H.J. Lateralized cerebral functioning in chronic alcoholics. Paper
presented to the Southeastern Psychological Association Convention, 1989.
References Available on Request
BROOKS ENSIGN, MBA
San Diego, CA 92129
(858) 722-9012
bensign@san.rr.com
NATIONAL UNIVERSITY, SCHOOL OF HEALTH AND HUMAN SERVICES
2010-2012
Instructor: Health Care Administration (Clinical Research, Finance, Accounting, Marketing &
Statistics)



Promoted by National University to Associate Faculty role (salaried, part-time)
Clinical Research: Recruited by the Chair of Health Sciences to help develop new master’s
degree program in Clinical Research. Courses taught have included: Biostatistics, Clinical
Documentation, FDA Regulations, & Clinical Trial Design
Selected by the Chair of Community Health to teach several courses: Health Care Marketing,
Health Care Policy, Health Care Strategic Management, Health Care Finance and Accounting,
Health Care Leadership
JDRF BOARD OF DIRECTORS, SAN DIEGO CHAPTER (volunteer role)
2010-2012
 Recruited by local board to lead government relations, advocacy and communications
 Two trips to Capitol Hill in 2011, resulting in successful advocacy with FDA (FDA’s publication
of clinical research guidelines for the Artificial Pancreas Program / closed-loop insulin pump with
CGM)
 JDRF Government Relations also helped achieve the Congressional renewal of the $300 million
Special Diabetes Program research funding in 2010
2010-2012 INTERIM INDUSTRY ROLES
Responsibilities have included sales force optimization, accounting, financial
planning and analysis, SEC reporting, investor relations, accounting monthly close,
business development, strategic planning, etc. Clients / interim employers have
included: HUYA Biosciences, Volcano Corporation, Amylin Pharmaceuticals, ISTA
Pharmaceuticals, and other companies.
HALOZYME THERAPEUTICS, INC. (Nasdaq: HALO)
2008
– 2009
Director of Financial Planning and Analysis
Strategic planning, portfolio valuation and review, corporate development analysis, and budgeting
VALEANT PHARMACEUTICALS INTERNATIONAL (NYSE: VRX)
– 2008
Director of SEC Reporting
– 2008
Selected by CFO and Controller to become Director of SEC Reporting
1998 – 2000 and 2002
2006
Responsible for SEC reporting, corporate financial reporting, accounting policy updates and
interpretations, Sarbanes-Oxley compliance, investor relations support, quarterly close process, variance
analysis, bond covenant compliance reporting, SFAS 123(R) reporting and external auditor relationship.
Completed restatements of historical financial statements in 2007 and 2008, ahead of critical deadlines.
Provided accounting guidance during strategic initiatives, including two strategic restructuring programs,
the sale of European and Asian subsidiaries for $420M and an $820M worldwide collaboration with
GlaxoSmithKline for the development and marketing of Valeant’s new epilepsy drug, retigabine.
Director of Finance, Global Commercial Operations
2002 –
2006
 Managed FP&A function for $15M in corporate operating expenses: monthly close, monthly
forecasting, variance analysis, accruals, year-end close and annual budgeting.
 Responsible for M&A financial planning and due diligence, financial planning for global
marketing, future product commercialization and business development activities. Integral
contributor to commercial development program which grew revenues in the U.S.A. by more than
$200M in three years; led financial due diligence, valuations, and financial integration for:
Infergen® ($120M), Xcel Pharmaceuticals ($280M), Amarin Pharmaceuticals ($44M), Tasmar®,
Cesamet®, and Zeatin®.
Brooks Ensign, p. 2
VALEANT PHARMACEUTICALS INTERNATIONAL (NYSE: VRX)
– 2008
1998 – 2000 and 2002
Director of Corporate Development
1998
– 2000
Led due diligence and acquisition negotiations. Integral member of international corporate acquisitions
team. Developed strategic five-year financial plans. Spearheaded congressional lobbying program.
 Conceived, championed and negotiated the licensing of Kinerase. Kinerase was the most
successful new dermatology product launched in 1999 and remains a strategic global brand for
Valeant.
CEREGENE, INC.
– 2002
2001
Director of Business Development
Drafted business and financial plan for Series B venture capital financing. Negotiated licensing
transactions. Managed public relations and intellectual property (75 patents). Transactions included the
license for Neurturin from Washington University Saint Louis as a gene therapy for Parkinson’s disease
and licensing two neurotrophic factors (NGF and NT-4/5) from Genentech for Alzheimer’s disease and
other neurodegenerative diseases. Ceregene's Series B financing raised $32M.
AVIVA BIOSCIENCES CORPORATION
– 2001
Director of Business Development
2000
Drafted initial business plan for functional genomics / biochip company, identifying two lead applications
in ion channel CNS pharmaceutical screening and prenatal testing; this business plan led to an $11M
Series B financing. Negotiated in Beijing with AVIVA’s founder at Tsinghua University. Initiated
critical partnership discussions with Axon Instruments which enabled AVIVA to generate revenue within
two years of the initiation of its first commercial project. Coauthored a published review article analyzing
ion channel screening technologies. Identified and recruited new scientific advisory board members.
ADVANCED TISSUE SCIENCES
1996-1998
Senior Manager of Marketing Research
Led primary and secondary marketing research programs in support of two product launches.
UNITED STATES NAVY (lived in Japan)
1988-1993
HARVARD BUSINESS SCHOOL / HARVARD COLLEGE
M.B.A and B.A. degrees. Coursework included “Financing the Biotech Firm,” a course focused on
venture capital financing. Full Navy ROTC scholarship. Harvard College scholarship.
UNIVERSITY OF CALIFORNIA, SAN DIEGO (Extension)


Professional Certificate in Drug Discovery and Development (completed, 1999)
Biostatistics Certificate Program (in progress)
Curriculum Vitae
September 2011
GinaMarie Piane, DrPH, CHES
2675 Vuelta Grande Avenue
Long Beach, California 90815
562-477-0057
gpiane@nu.edu
EDUCATION
Doctor of Public Health University of Illinois at Chicago,
January 1986 - June 1989
Major, Community Health Sciences
Master of Public Health University of Illinois at Chicago,
June 1982 – June 1984
Major, Community Health
Sciences
Bachelor of Arts
University of Illinois at
Chicago, Circle Campus
September 1977 – June
1981
Major, Chemistry
Other Education
Purdue University
January 1977 – June
1977
Northern Illinois University, DeKalb, IL.
Intermediate Spanish Conversation, FLSP 211, Spring, 1990;
Intermediate Spanish Grammar, FLSP 202, Fall, 1990;
Molecular and Cellular Biology, BIOS 300, Summer 1994. PSYC
544, Clinical Psychology V: Behavior Modification, Spring
1998.PSYC 543 Clinical Psychology IV: Theories of
Psychotherapy, Fall 1998. PSYC 511 Cognitive Psychology,
Spring 1999.
Certified Health Education Specialist (CHES), National Commission for Health
Education Credentialing, Inc., October 1996, #5231.
PROFESSIONAL EXPERIENCE
Institutions
National University
Rank or Title
Professor and Chair
Dates
2009-present
California State University,
Long Beach
Department of Health Science
Department of Health Administration
Professor
Associate Professor
2009
2001-2009
Associate Professor
2005-2009
Long Beach Community College
Life Sciences
Adjunct Professor
2004-2009
Northern Illinois University
Program in Community Health
School of Allied Health Professions
Associate Professor
Assistant Professor
1996-2001
1989 –1996
Program in Community Health
School of Allied Health Professions
Program Coordinator
1992- 1994
DuPage County Public Health
Department
Environmental Health
Educator
1990-1992
Cook County Department of
Public Health
Patient Education
1987- 1989
Coordinator
Health Educator
1984- 1987
University of Illinois at Chicago
Research Assistant
1983- 1984
Teaching Assistant
1982 - 1984
Imperial Tutoring
Teacher Consultant
1983- 1984
Chemistry Department
Group Tutor
1980 - 1981
Illinois Department of Transportation
Highways
Assistant Chemist
Cook County Department of
Public Health
1980 Division of
PUBLICATIONS
* Piane, GM: (2011) “Psychological Distress in California: Identifying those at Greatest
Risk.” Community Mental Health (in press, 2011).
*Piane, GM: (2001) “Jane Addams as a Public Health Advocate.” Taylor Street
Archives.
*Piane, G. & Singh-Carlson, S. (2010) “Short-term Study Abroad Courses in
International Health: Lessons from the Field.” The International Journal of
Environmental, Cultural, Economic & Social Sustainability. 6, 13-11.
*Piane, GM: (2009) “Public Health Ethics” Long Beach Business Journal, June 30,
2009.
* Piane, GM: (2008) “Evidence-based practices to reduce maternal mortality: A
systematic review” Journal of Public Health August 2008; doi: 10.1093/pubmed/fdn074).
*Piane, GM and Clinton, EA: (2008) “Maternal mortality interventions: A systematic
review” submitted to the Journal of Healthcare for the Poor and Underserved, February
12, 2009.
*Piane, GM: (2008) “Maternal Mortality Correlates by Nation” submitted to the Journal of
Healthcare for the Poor and Underserved, February 12, 2009.
*Piane, GM and Safer AM: (2008) “Drinking behaviors, expectancies and social norms
among college women” Journal of Alcohol and Drug Education, volume 52 #1, p 67-79.
*Safer AM and Piane GM: (2007) “An analysis of acculturation, sex and heavy alcohol
use in Latino college students” Psychological Reports, 101, 565-573.
*Friis, R.H., Piane, G.M., Safer, A.M. “Public Opinion regarding the Use of Master
Settlement Agreement (MSA) Funds”. Public Heath. Doi:10.1016/j.puhe.2003.09.008.
January 23, 2004.
Friis, R.H. Piane, G.M., Safer, A.M., Pervez, M.M., Lee, J., Muecklich, A. “Public
Opinion regarding the uses of Master Settlement Agreement (MSA) Funds”. Southern
California Public Health Association Bulletin, Fall 2002.
*Piane, G.M., “Comparison of Contingency Contracting and Systematic Sensitization for
Heroin Addicts in Methadone Maintenance Programs: A Literature Review” Journal of
Pychoactive Drugs. 2000. volume 32 (3), July-September, pages 311-319.
*Ciesla, J.R.., Piane, G.M., and A.J. Rubens, "Hypertension in Community-Dwelling
African American Elders From a State-Wide Study: Implications for Nonpharmacologic
Therapy," Journal of Health Care for the Poor and Underserved, 1998, Volume 9, No.
1, pages 62-75.
*Piane, G.M., "Oh Beans!" Journal of Health Education, May/June, 1997, Volume 28, No.
3; pages 180-181.
*Piane, G.M., Rydman, R.J., and A.J. Rubens, "Learning Style Preferences of Public Health
Students," Journal of Medical Systems, January, 1997, Volume 20, No. 6; pages 377-384.
*Rubens, A. J., Stoy, W. and G.M. Piane, "Using Interactive Videodisc to Test
Advanced Airway Management Skills," Prehospital and Disaster Medicine,
October/December 1995, Volume 10, No. 4; pages 251-258.
Piane, G.M., "Universal Access: Nine Illinois Leaders in Public Health Give Their Views,"
I.P.H.A. Viewpoint, summer, 1992. Volume 24, pages 1-17.
*Piane, G.M., "Undetected Breast Cancer in Black Women," Journal of Health Care for
the Poor and Underserved. December, 1991, Volume 2, No. 2; pages 352-354.
Piane, G.M., "Breast Cancer and Mammography in Illinois," I.P.H.A.
Viewpoint, May, 1991, Volume 23; pages 8-9.
*Piane, G.M., "A Comparison of Effect of a Hypertension Program among Black and
White Participants," Journal of Health Care for the Poor and Underserved,
December, 1990, Volume 1, No. 2; pages 243-253.
DISSERTATION
Piane, GM: “Evaluation of a Hypertension Education Program”, accepted for partial
fulfillment of the Doctor of Public Health degree, University of Illinois School of Public
Health, March 1989.
REVIEWS
2010-present. Reviewer for the International Journal of Environmental, Cultural,
Economic & Social Sustainability.
2009-present. Reviewer for BMC Public Health.
2008. Reviewer Human Sexuality: A Psychosocial Perspective by Ruth Westheimer and
Sanford Lopater, Lippincott, Williams and Wilkins Publishers.
2007-present. Reviewer for Preventing Chronic Disease, Centers for Disease Control
and Prevention.
2007. Reviewer Human Sexuality by Roger Hock, Prentice Hall Publishers.
1995-present. Reviewer for Journal of Health Care for the Poor and Underserved,
Meharry Medical School.
PEER-REVIEWED PRESENTATIONS AND ABSTRACTS 2000-present
Piane, GM: (2011) “Psychological Distress in California: A secondary analysis of CHIS
data” presented at the San Diego Epi Exchange, March 2011.
Piane, GM and Singh-Carlson, S: (2010) “Short-term Study Abroad: Lessons from the
Field” The 6th International Conference on Environmental, Cultural, Economic and
Social Sustainability January 5-7, 2010, Cuenca, Ecuador.
Piane, GM: (2009) “International Health” presented at Centers for Disease Control and
Prevention, January 16, 2009, Dar Es Salaam, Tanzania.
Piane GM: “Short-term Study Abroad Courses in International Health: Lessons from the
Field” presented at the ConnectEd conference, January 22-24, 2008 in Monterrey,
California. (Abstract published)
Guilliaum MG and Piane GM: “Differencias en condiciones de salud entre paises en el
Hemisferio Occidental segun su nivel de ingresos” presented at the annual meeting of
Pan American Health Care Exchanges, February 16, 2007, Long Beach, California.
Piane, GM: “International Health” presented at Centers for Disease Control and
Prevention, January 9, 2007, Bangkok, Thailand.
Guilliaum MG, Friis, RH and Piane GM “The Hispanic Paradox” presented a the 134 th
annual meeting of the American Public Health Association, Latino Caucus, November 6,
2006, Boston. (Abstract published)
Piane GM and Safer AM: “Alcohol use and acculturation of Latino college students”
presented a the 133rd annual meeting of the American Public Health Association,
Alcohol and Other Drugs section, November 7, 2005, Philadelphia. (Abstract published
in Evidence-Based Policy and Practice)
Piane GM, Guilliaum MG and Safer AM: “Students as bridges to the community, Type 2
Diabetes” presented at the 133rd annual meeting of the American Public Health
Association, Public Health Education and Health Promotion Section, December 12,
2005, Philadelphia. (Abstract published in Evidence-Based Policy and Practice)
Piane GM and Safer AM: “Alcohol and acculturation of Asian and Latino college
students” presented a the 132nd annual meeting of the American Public Health
Association, Alcohol and Other Drugs section, November 8, 2004, Washington, DC.
(Abstract published in Public Health and the Environment)
Piane, G.M., Guilliaum, M. G., Safer, A.M. “Students as Bridges to the Community:
Preventing Type II Diabetes on Campus” presented to the 15th annual Long Beach
Research Symposium, October 29, 2004.
Piane, G.M., Safer, A.M. “Diversity Town Meeting” Invited for presentation to the U.S.
Department of Education’s 18th Annual National Meeting on Alcohol and Other Drug
Abuse and Violence Prevention in Higher Education, October 16-19 2004, Arlington,
VA. (abstract published)
Piane, G.M., Safer, A.M. “Effect of Acculturation of Asian and Latino College
Students” presented at the U.S. Department of Education’s 18th Annual National
Meeting on Alcohol and Other Drug Abuse and Violence Prevention in Higher
Education, October 16-19 2004, Arlington, VA. (abstract published)
Piane, G.M., Safer, A.M. “An Analysis of Asian and Latino College Students Attitudes
and Subjective Norms Regarding Alcohol Use”. Presented to the 14th annual Long
Beach Research Symposium, February 27, 2004.
Piane, G.M., Safer, A.M. “A Multivariate Statistical Analysis of Acculturation on
Attitudes and Subjective Norms of Asian and Latino College Students regarding Alcohol
Use” Presented at The U.S. Department of Education’s 17th
Annual National Meeting on Alcohol and Other Drug Abuse and Violence Prevention in
Higher Education, “Deep in the Heart of Prevention: Collaboration for Accountability and
Effectiveness”, October 16-19, 2003, Austin, Texas. (abstract published)
Piane, GM: (2003) “International Health” presented at Fundacion FIOCRUZ, Rio de
Janeiro, Brazil.
Friis, R. H., Piane, G.M., Safer, A.M., Pervez, M.M., Lee, J. “Public Opinion Analysis
Regarding the Uses of Master Settlement Agreement (MSA) Funds in Long Beach,
California” Presented at the XVI lEA World Congress of Epidemiology, International
Epidemiological Association, August 19, 2002, Montreal, Quebec, Canada. (abstract
published)
Piane, G.M. “Multicultural Issues in Disease Transmission and Control” Presented at the
Joint Biannual Conference of the Northern and Southern Chapters of the American
Public Health Association, April 25, 2002, Los Angeles, California.
Piane, G. M. “How Do African-American Moms Keep Their Daughters Tobacco Free?”
Presented at the 129th annual meeting and exposition of the American Public Health
Association, Alcohol, Tobacco, and Other Drugs Section, October 24, 2001, Atlanta,
Georgia. (abstract published)
Piane, G. M. “How Do African-American Moms Keep Their Daughters Tobacco Free?”
A poster presentation at the 12th annual Long Beach Research Symposium, CSULB,
November 2001.
Piane, GM: (2002 and 2001) “International Health” presented at Kenyatta National
Hospital, Nairobi, Kenya.
Piane, G.M.” Motivations for Smoking and Quitting among College Students”
presentation at the 128th annual meeting and exposition of the American Public Health
Association, Alcohol, Tobacco, and Other Drugs Section, November 12-16, 2000.
(abstract published)
39 Presentations 1980-2000
TEACHING EXPERIENCE
National University
Undergraduate
Epidemiology
Health Behavior
Graduate
Global Public Health
Health Behavior
Public Health Advocacy
Internship in Healthcare Adminstration
Healthcare Capstone
California State University, Long Beach
Undergraduate
International Health on campus and in Brazil, Thailand, Tanzania and Ecuador
Health Behavior
Health Promotion and Risk Reduction
Human Sexuality and Sex Education
Applied Concepts in Health Science
Graduate
Health Promotion and Risk Reduction
Theoretical Issues and Concepts
Independent Study in Brazil, Thailand, Tanzania and Ecuador
Undergraduate
Social and Individual Patterns of Drug Use
Ecology of Health
Public Health Studies in India
Public Health Studies in Kenya
Community Health Promotion
Practicum in Community Health
Public Health Epidemiology
Applied Health Promotion Programming
Assessment, Treatment and Prevention of Drug Addiction AHPH 495: Funding
for Programs in Public Health
Graduate
Primary Prevention and Health Promotion
Public Health Issues in Reproduction
Maternal and Child Health
Health Behavior
Health Promotion Needs of Deaf Adults
Public Health Leadership
Diabetes Education for Cherokee Tribesmans
HIV Education for African-American Adults
Internship in Public Health
Hypertension Education in a Community Setting
Health Care Delivery
Primary Prevention
Masters Research Paper
Nursing Epidemiology
CURRICULUM DEVELOPMENT
National University
Master of Public Health with Specialization in Health Promotion
Master of Public Health with Specialization in Mental Health
Master of Science in Nursing/Master of Public Health
Master of Science in Nursing/Master of Healthcare Administration
California State University, Long Beach
Coordinated all sections of HSC 425I: Human Sexuality and Sex Education
Coordinated all sections of HSC 420I: International Health
Bachelor of Science Degree Program in Community Health
Master of Public Health Degree Program
Master of Science / Master of Public Health Degree Program
AWARDS
California State University, Long Beach, Senior Favorite, 2009.
California State University, Long Beach, Incentive Award for Internationalizing the
Curriculum, March 2008. ($500)
California State University, Long Beach, Health Science Student Association, Certificate
of Appreciation, May 30, 2002.
Northern Illinois University, School of Allied Health Professions Nominee, Dean’s Award
for Outstanding Teaching, College of Health and Human Sciences, 2001.
Northern Illinois University, John Henrik Clarke African-American Honor Society,
Honorary Member, April 29, 2000.
Northern Illinois University, College of Health and Human Sciences, School of Allied
Health Professions, Dean’s Award for Outstanding Teaching, 1999.
Northern Illinois University, Delta Omega honor society in Public Health, Chapter
Founder and Faculty Member, May 15, 1997.
Northern Illinois University, Graduate School, Senior Member of the Graduate Faculty,
November 20, 1996.
Illinois Public Health Association, President’s Award, September 28, 1993. One of three
recipients statewide for exceptional service to the association.
Illinois Public Health Association, Certificate of Appreciation, September 28, 1993. One
of five recipients statewide for recruiting members for the association.
Illinois Public Health Association, President’s Award, May 13, 1992. One of three
Illinois Public Health Association, Certificate of Appreciation, May 13, 1992. One of two
recipients statewide for recruiting members for the association.
Included in the Platinum Edition of Who’s Who Worldwide, April 3, 1992.
Northern Illinois University, Graduate School, Full Member of the Graduate Faculty,
September 12, 1991.
Illinois Public Health Association, President’s Award, May 8, 1991. One of three
Alpha Eta Honor Society in Allied Health, Elected Faculty Member, May12,1990.
United States Department of Health and Human Services, Centers for Disease Control,
Program Evaluation Award in Community Health, August 23, 1988. One of three
recipients nationally for program evaluation of a community health project.
United States Department of Health and Human Services, Outstanding Achievement in
Health Promotion , August 23, 1988. One of seven recipients nationally for a health
promotion project.
Illinois Department of Public Health, Illinois Health Promotion Award, May 20, 1988.
One of three recipients statewide for a health promotion project.
Illinois Society for Public Health Education, Significant Contribution to Health Education
Award, May 19, 1988. Sole recipient statewide for Public Service in the area of health
education.
University of Illinois School of Public Health, Public Health Trainee Scholarship. 1987,
1988, 1989. Received full tuition scholarship for work toward the DrPH degree.
COMMUNITY SERVICE 2000-present
Evaluator, Birthing Center in Otavalo, Ecuador, 2010-present.
Collaborator, Technology Institute of Latacunga, Ecuador, 2010-present.
Research collaborator, Engineers without Borders, Dar Es Salaam, Tanzania, 2009.
Volunteer, Vulnerable Children of Zanzibar, 2009.
External Reviewer, University of Delaware, College of Human Services, Education and
Public Policy, RTP Committee, September 2008.
Consultant, City of Long Beach, Department of Health and Human Services, Preventive
Health/Youth Health Education, The Cable Positive Tony Cox Community Fund project,
May 2007-present.
Consultant, PROERD (DARE) Program, Captain Rodrigo Mohr Picon Brigada Militar Estado do Rio Grande do Sul Brasil, June 2003- present.
HSC 4201: International Health class raised funds and donations for the Miseracordia
Orphanage, Rio de Janeiro, Brazil, June 2003.
Health Science Student Association raised funds for: Kangundo Junior Academy, Tala,
Kenya, Kenya Breast Health Program, Nakuru, Kenya, Nyumbani Orphanage, Karen,
and Kenya and Mama na Dada, Lwak, Kenya, June 2003.
Piane, G.M., Career Day Speaker, Emerson Parkside Academy Charter School, Long
Beach Unified School District, May 2l, 2002, May 22, 2003.
Organized fund raising and donations of medical supplies for public hospitals and
agencies throughout Kenya in 2000 and 2001.
Piane, G.M., “Sex and Drugs and Rock ‘n Roll”, presented to the Geneva High School
seniors, Geneva, IL, April 13, 2001.
Piane, G.M. Seirra, M, Kabat, N., Burch M. “A Celebration of Non-Smokers” Clinton
Rosette Middle School, DeKalb, IL, November 15, 2000.
Piane, G.M., Guest presenter” Kenya,” School District 101, Forest Hills School,
Kindergarten, Western Springs, IL, November 22, 2000.
Served as an external reviewer for the tenure and promotion review of Dr. Suzanne
Christopher of Montana State University, Bozeman.
Piane, G.M., “Effective Marketing Strategies for Worksite Health Promotion” Worksite
Wellness Council of Illinois, February 16, 2000.
COMMUNITY ACTION GROUPS 2000-present
California Health Improvement Partners, San Diego, CA, 2010 to present.
Long Beach Global Health Coalition, member Fall 2002 to present.
CONSULTANTSHIPS 2000- present
Curricular consultant, Breast and Cervical Cancer curriculum tailored to Latina women.
William Baldyga, MA, DrPH, Associate Director, Institute for Health Research and
Policy, 1747 W. Roosevelt Rd., Chicago, Illinois. Critiqued draft of curriculum and gave
detailed suggestions for application of Health Education theory.
OFFICES AND MEMBERSHIPS
American Public Health Association - Member, 1984-present.
Society for Public Health Education - Member, 1990-present.
Delta Omega, Founder and President of the Alpha Zeta Chapter at NIU,
November 1997- August 2001.
Southern California Public Health Association — Member, 2001-present.
Illinois Public Health Association - Member, 1982-1994, Faculty Consultant to
Northern Illinois University Student Chapter, 1990-1992, 1995-present; Chair,
Viewpoint Committee, 1991-1993; Chair, Continuing Education Committee,
1993-1995.
Illinois Society for Public Health Education - Member, Trustee 1990-1991, Presidentelect 1992-1993, President 1993-1994, Past-President 1994-1995; Representative to
Society for Public Health Education, 1991.
Task Force on Adolescent Fertility, School of Public Health, University of Illinois
Coordinator 1983-1984.
Student Council, School of Public Health, University of Illinois- elected member,
1982-1984.
11 January 2013
Curriculum Vitae
Personal:
Name:
Position:
Address:
Tyler Clain Smith
Associate Professor
National University
3678 Aero Court
San Diego, CA 92123
Tel (858) 309-3487
Phone:
Education:
Doctoral:
Graduate:
Undergraduate:
California State University Chico
B.S.
Univer
sity of
California,
San Diego
Ph.D.
2007
Epidemiology
University of Kentucky
M.S.
1996
Statistics
1994 Mathematics/
Statistics
Professional Experience:
201120102007-2011
1996-07
2000
Associate Professor, National University
Adjunct Assistant Professor (non-salaried), University of California San
Diego, Department of Family and Preventive Medicine
Department Head, Deployment Health Research, Naval Health Research Center,
San Diego
Principal Investigator, Millennium Cohort Study (www.millenniumcohort.org)
Principal Investigator, DoD Birth and Infant Health Registry
Statistician/Epidemiologist, Naval Health Research Center, San Diego
Secret Clearance (NAC) Granted
Professional Committees and Advisory Panels:
201120112009-
Institute of Medicine Committee on Readjustment Needs of Military
Personnel, Veterans, their Families, and Impacted Communities.
Editorial Board, Journal of Anxiety Disorders
International Advisory Committee, Journal of Military and Veterans’ Health
Teaching Experience:
20112011
2010
2010
2009
2009
2008
2007-09
2008
2007
2004-07
1994-96
Associate Professor, School of Health and Human Services, Department
of Community Health, National University, San Diego
Lecturer, Epidemiology in the Military, School of Medicine, University
of California, San Diego
Lecturer and small group facilitator, Cohort Design,
Epidemiology/Biostatistics Core Course, School of Medicine, University of
California, San Diego
Lecturer, Epidemiology and Military Databases, School of Medicine,
University of California, San Diego
Lecturer and small group facilitator, Cohort Design,
Epidemiology/Biostatistics Core Course, School of Medicine, University of
California, San Diego
Committee Member, 5 Master’s theses, Graduate School of Public Health, San
Diego State University
Instructor, Applied Data Analysis, Graduate School of Public Health, San Diego
State University
Instructor, Statistical Analysis using SAS, Graduate School of Public Health,
San Diego State University
Instructor, Introductory Statistics, University of Kentucky
Leadership and High Level Briefs Experience
2012
Co-Chair Statistics and Data Analysis: SAS Global Forum
2011
Chair Data Mining and Text Analytics: SAS Global Forum
2011
Chair Operations Research: SAS Global Forum
2010
July2010, invited to brief the UK Surgeon General regarding the Millennium
Cohort Study
2010
June2010, invited to brief Institute of Medicine, Committee on A National
Surveillance System for Cardiovascular and Select Chronic Diseases
regarding the Millennium Cohort Study, deployment health related studies, and
military databases leveraged to conduct those studies
2010
Co-Chair Statistics and Data Analysis: SAS User’s Group International
2009
Co-Chair Hands on Workshops: Western User’s of SAS Software
2009
June2009, Briefed Institute of Medicine, Committee Evaluating
Readjustment Needs of OEF/OIF Service Members, Veterans, and Their
Families regarding the Millennium Cohort Study and other deployment health
related studies
2009
2009
Invited speaker National Institute of Drug Abuse; Addressing Substance Abuse
and Comorbidities Among Military Personnel, Veterans, and Their Families.
January 2009; the Millennium Cohort Study
2008
Co-Chair Tutorials: Western User’s of SAS Software
2008
Keynote Address 2008 Australian Military Medicine Association
Conference, 17-19 October, Hobart, Tasmania, Australia.
2008
Sep08, Invited to Brief Shoresh Conference on Military Medicine,
regarding the Millennium Cohort Study and other deployment health related
studies
2008
Aug08, Briefed Defense Health Board, Dr. Gregory Poland and subcommittee regarding the Millennium Cohort Study and other deployment
health related studies
2008
Aug08, Briefed Economic Commission and Assistant Secretary for
Labor Charles S. Ciccolella at the 90th American Legion National
Convention
2008
June08, Briefed Assistant Secretary DoD Health Affairs, Dr. S. Ward
Casscells regarding the Millennium Cohort
2008
May08, Briefed Defense Health Board Vaccine Safety, Effectiveness,
and Surveillance Working Group to the Infectious Disease Control
Subcommittee regarding anthrax and smallpox related health research
2008
May08, Briefed Assistant Secretary DoD Health Affairs, Dr. S. Ward
Casscells regarding the Millennium Cohort
2008
Served as Committee Member on two Master’s Thesis Committees, Graduate
School of Public Health, San Diego State University
2008
2007
Co-Chair Data Analysis and Statistics: Western User’s of SAS Software
2007
2006
2006
2005
2003-2006
2003
2003
2002
20022001
2000
1995-96
1994-96
1993-94
1993-94
1988-89
1988
1987-88
1986-89
Chair Data Presentation: SAS User’s Group International
President, Western User’s of SAS Software
Treasurer, Western User’s of SAS Software
Executive Committee Member, Western User’s of SAS Software
Program Chair, Western User’s of SAS Software, November 2003
Panel Member, SDSU ASA Statistical Career Day
Executive Committee Member, San Diego SAS User’s Group
Chair Coder’s Corner: Western User’s of SAS Software
Elected graduate student representative (UK)
Intramural racquetball and flag football champion (UK)
Elected Math club President (CSUC)
Elected Math Department student representative (CSUC)
Associated Student Body President (Paradise High school)
Chosen to attend Rotary Youth Leadership Camp
Junior Class President (Paradise High school)
Varsity Letter in Football, Snow Ski Racing, Baseball (Paradise High school)
Awards:
2010
2010
2010
2009
2008
2008
2008
2008
2007
2007
2007
2007
2006
Wilkins Award Recipient, Best Scientific Research Manuscript, Naval Health
Research Center
Awarded First Place Poster in the Research Category for Health
Promotion Category. 49th Navy and Marine Corps Public Health Conference.
Awarded First Place Poster in the Occupational Health Category. 49th
Navy and Marine Corps Public Health Conference.
Awarded Best Research Poster. Co-author; The American College of
Epidemiology Annual Scientific Sessions. 13-15 Sept, 2009, Silver Spring, MD.
Awarded Best Research Poster. Co-author; Annual San Diego
Epidemiology Research Exchange, 2 May 2008, San Diego, CA.
Awarded Best Environmental Programs Research Poster. Co-author;
47th Navy Occupational Health and Preventive Medicine Conference.
Awarded Best Health Promotion Research Poster. Co-author; 47th
Navy Occupational Health and Preventive Medicine Conference.
2008 Wilkins Award Finalist
Awarded Best Occupational Health Informational Poster. Co-author;
Awarded Best Occupational Health Research Poster. Co-author; 46th
Navy Occupational Health and Preventive Medicine Conference.
Awarded Best Health Promotion Informational Poster. Co-author;
Awarded Best Environmental Programs Research Poster. Co-author;
Awarded Best Research Poster. Co-author; 9th Annual Force Health
2006
2006
2006
2006
2006
2004
2004
2004
2004
2004
2004
2001
1999
1998
1998
Protection Conference, Albuquerque, NM.
Navy Occupational Health and Preventive Medicine Workshop, Hampton, VA
Awarded Best Occupational Health Information Poster. Co-author;
45th Navy Occupational Health and Preventive Medicine Workshop, Hampton,
VA
Awarded Best Environmental Program Research Poster. Co-author;
45th Navy Occupational Health and Preventive Medicine Workshop, Hampton,
VA
Awarded Best Research and Development Research Poster. Coauthor; 43rd Annual Navy Occupational Health and Preventive Medicine
Workshop, Virginia Beach, VA.
Awarded Best Research And Development Information Poster. Coauthor; 43rd Annual Navy Occupational Health and Preventive Medicine
Awarded Best Occupational Health Information Poster. Co-author;
43rd Annual Navy Occupational Health and Preventive Medicine Workshop,
Virginia Beach, VA.
Awarded Best Occupational Health Research Poster. Co-author; 43rd
Annual Navy Occupational Health and Preventive Medicine Workshop, Virginia
Beach, VA.
Awarded Best Environmental Health Research Poster. Co-author; 43rd
Annual Navy Occupational Health and Preventive Medicine Workshop, Virginia
Beach, VA.
Awarded Best Research And Development Research Poster. Coauthor; 43rd Annual Navy Occupational Health and Preventive Medicine
Best Contributed Paper at the Ninth Annual Western Users of SAS
Software Conference titled “What About a Proc Rates for All of Your Rates and
Proportions Needs?”
Certificate of Commendation for analyses on HCV screening in the U.S.
Military resulting in potentially saving the DoD $40 million in costs from
inappropriate screening processes which might have otherwise been adopted.
Best Contributed Paper at the Sixth Annual Western Users of SAS
Software Conference titled “The Capabilities of PROC FACTOR to Conduct an
Exploratory Factor Analysis.”
1st Place award for a research or academic command at the 2nd Annual
Operational Research Competition 39th Navy Occupational and Preventive
Medicine Conference.
Invited/Selected Presentations:
2010
2010
2010
2009
2008
2008
2008
2007
2007
2006
2005
2005
2004
2003
2001
2001
2001
2000
2000
2000
2000
1999
1999
1999
1998
1998
1998
Invited speaker, Exposome; environmental and disease biomarkers,
National Academy of Sciences, 25-26 Feb.
Invited brief, DoD/VA Deployment Health Working Group Meeting
Invited brief, Military and Veteran Service Organization
Selected speaker, SER, FHP
Selected speaker, American Public Health Association Annual Meeting and
Exposition
Keynote speaker, Australian Military Medicine Association Conference
Selected speaker, 11th Annual Force Health Protection Conference
Invited speaker, Western User’s of SAS Software 15th Annual
Speaker, The Society of Medical Consultants to the Armed Forces, 62nd
meeting
Invited speaker Western User’s of SAS Software 14th Annual
Invited speaker Western User’s of SAS Software 13th Annual
Featured speaker for San Diego area SAS user’s group (January, 2005)
Invited (2) speaker to the Western User’s of SAS Software 12th Annual
Invited speaker for International SAS Software Conference
Invited speaker for Western SAS Software User’s group, 9th Annual.
Selected speaker for Western SAS Software User’s group, 9th Annual.
Invited speaker for International SAS Software user’s group, 26th Annual.
Featured speaker for San Diego area SAS user’s group October meeting
Invited speaker for Western User’s of SAS Software, 8th Annual.
Selected speaker for Western User’s of SAS Software, 8th Annual.
Invited speaker for International SAS Software user’s group, 26th Annual.
Invited speaker for Western User’s of SAS Software, 7th Annual.
Featured speaker for San Diego area SAS user’s group
Invited speaker for International Biometric Society Western North
American Region Meetings
Invited colloquia lecturer for CSUC math department and computer
science department
Selected speaker for Western User's of SAS Software, 6th Annual.
Selected speaker for the 39th Navy Occupational and Preventive Medicine
Conference
Invited Peer-Reviewer
Addiction
American Journal of Psychiatry
Annals of Epidemiology
Archives of General Psychiatry
BMC Public Health
BMC Medical Research Methodology
British Journal of Psychiatry
British Medical Journal
Canadian Medical Association Journal
Journal of American Medical Association
Journal of Clinical Epidemiology
Journal of Nervous and Mental Disease
Journal of the International Neuropsychological Society
Journal of Traumatic Stress
Journal of Women’s Health
Military Medicine
Thesis committees:
7.
6.
5.
4.
3.
2.
1.
Nguyen, Stacie. Is Military Deployment a Risk Factor for Maternal Depression? San
Diego State University (MPH), May 2011.
Jones, Kelly. A Prospective Study of Lupus and Rheumatoid Arthritis in Relation to
Deployment in Support of Iraq and Afghanistan; the Millennium Cohort Study. San
Diego State University (MPH), February 2010.
Donald A. Sandweiss, MD. A Prospective Analysis of the Effects of Pre-Injury
Psychological Status on the Psychological Impact of Injury during Deployment in
Support of the Wars in Iraq and Afghanistan. San Diego State University (MPH),
December 2009.
Selig, Amber. Sleep Patterns Before, During and After Military Combat Deployment in
Support of the Wars in Iraq and Afghanistan. San Diego State University (MPH), May
2009.
White, Emily. Mental Health Morbidity and Healthcare Utilization. San Diego State
University (MPH), December 2008.
Zimmermann, Lauren. Lack of Social Support and Unit Cohesion Is a Determinant for
Postdeployment Mental Health Morbidity. San Diego State University (MPH), May
2008.
Endara, Skye. Does Acute Maternal Stress in Pregnancy Affect Infant Health Outcomes?
Examination of a Large Cohort of Infants Born After the Terrorist Attacks of September
11, 2001. San Diego State University (MPH), May 2008.
Grants:
9.
8.
7.
6.
5.
4.
Assessment of mental health symptoms, service satisfaction, and mental health care
utilization among deployed individual augmentees; Office of Naval Research; budget
$450,000; project period Jun09-Jun10; co-investigator.
The Millennium Cohort Study, Family Cohort; $10M/4years; project period Oct08Sep12; co-principal investigator.
Parental Stress, PTSD, and Infant Health Outcomes in U.S.
Military Families; CDMRP/PRMRP 2008 award; budget $202,990; project period Jul08Jul10; principal investigator.
The Millennium Cohort Study; budget ~$3.1M/year; project period Oct00-May2011;
principal investigator.
Department of Defense Birth and Infant Health Registry; budget $524,000/year; project
period Oct99-May11; principal investigator.
Smallpox Vaccine and Adverse Reproductive Health Outcomes in Military Service
3.
2.
1.
Members; CDMRP/PRMRP 2003 award; budget $487,270; project period Jan04-Dec06;
co-investigator.
DoD-wide Medical Surveillance for Potential Long-Term Adverse Events Associated
with Smallpox Vaccination, Hospitalizations, and Self-Reported Outcomes;
CDMRP/PRMRP 2003 award; budget $811,300; project period Jan04-Dec06; coinvestigator
Evaluation of Squalene Antibodies in the Sera of Gulf War Era Veterans with and
without Multisymptom Illnesses; budget $481,375; project period Apr02-Mar03; coinvestigator.
Department of Defense Surveillance for Neoplasms of Infancy; budget $764,800; project
period Oct01-Sep06; co-investigator.
Peer Reviewed Journal Publications (>100):
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Gray GC, Hawksworth AW, Smith TC, Kang HK, Knoke JD, Gackstetter GD. Gulf War
veterans health registries. Who is most likely to seek evaluation? Amer J Epidemiol,
1998 Aug;148:343-349.
Smith TC, Schwertman NC. Can the NCAA basketball seating be used to predict margin
of victory? The American Statistician, 1999; 53(2): 94-99.
Gray GC, Smith TC, Knoke JD, Heller JM. The postwar hospitalization experience of
Gulf War veterans possibly exposed to chemical munitions destruction at Khamisiyah,
Iraq. Amer J Epidemiol, 1999 Sep; 150(5):532-540.
Gray GC, Smith TC, Kang HK, Knoke JD. Are Gulf War Veterans suffering war-related
illnesses? Federal and civilian hospitalizations examined, June 1991 to December 1994.
Amer J Epidemiol, 2000 Jan; 151(1):63-71.
Knoke JD, Smith TC, Gray GC, Kaiser KS, Hawksworth AW. Factor analysis of selfreported symptoms: Does it identify a Gulf War syndrome? Amer J Epidemiol, 2000
Aug; 152(4): 379-388.
Smith TC, Gray GC, Knoke JD. Is systemic lupus erythematosus, amyotrophic lateral
sclerosis, or fibromyalgia associated with Persian Gulf War service? An examination of
Department of Defense hospitalization data. Amer J Epidemiol, 2000 Jun; 151(11): 10531059.
Pershyn-Kisor MA, Smith TC, Honner WK, Gray GC. Summary of Department of
Defense Birth Defects Registry report for the period: January 1, 1999, through June 30,
1999. Frontiers in Fetal Health, 2000; 2(6): 3-6.
Gray GC, Smith TC, Hawksworth AW, Knoke JD. Authors reply: Re: “Factor analysis of
self-reported symptoms: Does it identify a Gulf War syndrome?” Am J Epidemiol 2000:
152:1205-1206.
Bush RA, Smith TC, Honner WK. Active surveillance of birth defects among US
Department of Defense beneficiaries: a feasibility study. Mil Med, 2001; 166(2): 179183.
Ryan MAK, Pershyn-Kisor MA, Honner WK, Smith TC, Reed RJ, and Gray GC. The
Department of Defense Birth Defects Registry: overview of a new surveillance system.
Teratology 2001; 64(S1):S26-9.
Hyams KC, Smith TC, Riddle J, Trump D, Gray GC. Viral Hepatitis in the US Military:
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
A study of hospitalization records from 1974 to 1999. Mil Med 2001;166:862-865.
Gray GC, Witucki PJ, Gould MT, Bell SJ, Hiliopoulos, KM, McKeehan JA, Fuller JM,
Barrozo CP, Hudspeth MK, Smith TC, Ledbetter EK, Wallace MR. Randomized,
placebo-controlled clinical trial of oral azithromycin prophylaxis against respiratory
infections in a high risk, young adult population. Clin Infect Dis, 2001 Oct; 33:983-989.
Hudspeth MK, Smith TC, Barrozo CP, Hawksworth AW, Ryan MAK, Gray GC.
National Department of Defense surveillance for invasive Streptococcus pneumoniae:
antibiotic resistance, serotype distribution, and arbitrarily primed polymerase chain
reaction analyses. J Infect Dis, 2001; 184:591-596.
Chesbrough KB, Ryan MAK, Amoroso P, Boyko EJ, Gackstetter G, Riddle JR, Hooper
TI, and Gray GC, for the Millennium Cohort Study Group. Is military service harmful to
your health? The Millennium Cohort Study: A 21-Year prospective cohort study of
140,000 military personnel. Mil Med, 2002:167(6):483-488.
Gray GC, Reed RJ, Kaiser KS, Smith TS, Gastanaga VM. The Seabee Health Study:
Self-reported multi-symptom conditions are common and strongly associated among Gulf
War Veterans. Am J Epidemiol, 2002 Jun; 155(1):1033-1044.
Smith TC, Heller JM, Hooper TI, Gackstetter GD, Gray GC. Are veterans of the Gulf
War experiencing illness from exposure to Kuwaiti oil well fire smoke? Department of
Defense hospitalization data examined. Am J Epidemiol, 2002 May; 155(10):908-917.
Sato PA, Reed RJ, Smith TC, Wang L. Monitoring anthrax vaccine safety in US military
service members on active duty: surveillance of 1998 hospitalizations in temporal
association with anthrax immunization. Vaccine 2002 May;20(17-18):2369-2374.
Riddle JR, Brown M, Smith TC, Ritchie EC, Brix KA, Romano J. Chemical warfare and
the Gulf War: a review of the impact on Gulf Veteran’s health. Mil Med 2003;
168(8):606-613.
Smith TC, Smith B, Ryan MAK, Gray GC, Hooper TI, Heller JM, Dalager NA, Kang
KK, Gackstetter GD. Ten years and 100,000 participants later: Occupational and other
factors influencing participation in US Gulf War health registries. J Occup Environ Med,
2002 Aug; 44(8):758-768.
Ryan MAK, Smith TC, Honner WK, Gray GC. Varicella susceptibility and vaccine use
among young adults enlisting in the United States Navy. J Med Virol 2003;70:S15-S19.
Horner RD, Kamins KG, Feussner JR, Grambow SC, Lindquist JH, Harati Y, Mitsumoto
H, Pascuzzi R, Spencer PS, Tim R, Howard D, Smith TC, Ryan MAK, Coffman CJ,
Kasarskis EJ. Occurrence of amyotrophic lateral sclerosis among Gulf War veterans.
Neurology 2003 Sep; 61:743-749.
Smith TC, Gray GC, Weir JC, Heller JM, Ryan MAK. Gulf War Veterans and Iraqi
nerve agents at Khamisiyah. Postwar hospitalization data revisited. Am J Epidemiol,
2003 Sep; 158(5):457-467.
Barrozo CP, Russell KL, Smith TC, Hawksworth TW, Ryan MAK, Gray GC. National
Department of Defense surveillance for clinical group A streptococcal isolates, antibiotic
resistance, and emm gene types from 8 basic training military sites. J Clin Microbiol,
2003; 41(10):4808-4811.
Riddle JR, Brown M, Smith TC, Ritchie EC, Brix KA, Romano J. Authors Reply:
Re:Chemical Warfare and the Gulf War: A review of the impact on Gulf Veteran’s health
[letter]. Mil Med 2003;168(10): vi.
Smith TC, Jimenez DL, Smith B, Gray GC, Hooper TI, Gackstetter GD, Heller JM,
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Dalager NA, Kang KK, Hyams KC, Ryan MAK. The postwar hospitalization experience
of Gulf War Veterans participating in US health registries. J Occup Environ Med, 2004
Apr; 46(4):386-397.
Smith TC, Corbeil TE, Ryan MAK, Heller JM, Gray GC. In-theater hospitalizations of
US and allied personnel during the 1991 Gulf War. Am J Epidemiol, 2004 Jun;
159(11):1064-1076.
Smith TC, Smith B, Corbeil TE, Riddle JR, and Ryan MAK, for the Millennium Cohort
Study Team. Self-reported mental health among US military personnel, prior and
subsequent to the terrorist attacks of September 11, 2001. J Occup Environ Med, 2004
Aug; 46(8):775-782.
Smith TC, Smith B, Corbeil TE, Riddle JR, and Ryan MAK, for the Millennium Cohort
Study Team. Impact of terrorism on caffeine and tobacco use [Letter - Response to "Selfreported mental health among US military personnel, prior and subsequent to the terrorist
attacks of September 11, 2001"]. J Occup Environ Med, 2004; 46(12):1194-1195.
Gackstetter GD, Hooper TI, Al Qahtani MS, Smith TC, Memish ZA, Schlangen KM,
Cruess DF, Barrett DH, Ryan MAK, Gray GC. Assessing the potential health impact of
the 1991 Gulf War on Saudi Arabian National Guard soldiers. Int J Epidemiol, 2005 Aug;
34(4): 801-808.
Hooper TI, Smith TC, Gray GC, Al Qahtani MS, Memish ZA, Barrett DH, Schlangen
KM, Cruess DF, Ryan MAK, Gackstetter GD. Saudi Arabia—United States
collaboration in health research: A formula for success. Am J Infect Control, 2005
Apr;33:192-6.31.
31.
Lindstrom KE, Smith TC, Wells TS, Wang LZ, Smith B, Reed RJ, Goldfinger WE, and
Ryan MAK. The mental health of US military women in combat support occupations. J
Womens Health, 2006 Mar; 15(2): 162-172.32.
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Wells TS, Smith TC, Smith B, Wang LZ, Hansen CJ, Reed RJ, Goldfinger WE, Corbeil
TE, Spooner CN, Ryan MAK. Mefloquine use and hospitalizations among US service
members, 2002-2003. Am J Trop Med Hyg 2006;74 744-749.
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Wells TS, Sato PA, Smith TC, Wang LZ, Reed RJ, Ryan MAK; Military hospitalizations
among deployed US service members following anthrax vaccination, 1998–2001. Hum
Vaccin, 2006 Mar-Apr; 2:54-9.
Wells TS, Wang LZ, Spooner CN, Smith TC, Hiliopoulos KM, Kamens DR, Gray GC,
Sato PA. Reproductive outcomes among male and female 1991 Gulf War era US military
veterans. Matern Child Health J 2006;10(6):501-10.
Smith B, Smith TC, Ryan MAK, Gray GC. A comparison of the postdeployment
hospitalization experience of US military personnel following service in the 1991 Gulf
War, Southwest Asia after the Gulf War, and Bosnia. J Occup Environ Hyg,
2006;3(12):660-70.
Smith B, Wingard DL, Smith TC, Kritz-Silverstein D, Barrett-Connor EL. Does coffee
consumption reduce the risk of type 2 diabetes? Diabetes Care, 2006 Nov; 29: 23852390.
Hansen CJ, Russell KL, Smith TC, Neville JS, Krauss MR, Ryan MAK. Asthma
hospitalizations among US military personnel, 1994–2004. Ann Allergy Asthma
Immunol 2007 Jan;98(1):36-43.
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Riddle JR , Smith TC, Smith B, Corbeil TE, Engel CC, Wells T, Hoge CW, Adkins J,
Zamorski M, Blazer, D, for the Millennium Cohort Study Team. Millennium Cohort:
The 2001-2003 baseline prevalence of mental disorders in the US military. J Clin
Epidemiol. Feb 2007; (60) 191-202.
Ryan MAK , Smith TC, Smith B, Amoroso PJ, Boyko E, Gray GC, Gackstetter G,
Riddle JR, Wells T, Gumbs GR, Corbeil TE, Hooper T, for the Millennium Cohort Study
Team. Millennium Cohort: enrollment begins a 21-year contribution to understanding
the impact of military service. J Clin Epidemiol. Feb 2007; (60) 181-191.
Chretien JP, Chu LK, Smith TC, Smith B, Ryan MAK, for the Millennium Cohort Study
Team. Demographic and occupational predictors of early response to a mailed invitation
to enroll in a longitudinal health study. BMC Med Res Methodol, 2007; 7:6.
Smith TC, Wingard DL, Smith B, Kritz-Silverstein D, Barrett-Connor EL. Walking
decreases risk of cardiovascular disease mortality in older adults with diabetes. J Clin
Epidemiol, 2007 Mar; (60) 309-317.
Smith B, Leard CA, Smith TC, Reed RJ, Ryan MAK, for the Millennium Cohort Study
Team. Anthrax vaccination in the Millennium Cohort: validation and measures of health.
Am J Prev Med, 2007 April;32(4):347-353.
Smith TC, Ryan MAK, Smith B, Reed RJ, Riddle JR, Gumbs GR, Gray GC.
Complementary and alternative medicine use among US Navy and Marine Corps
personnel. BMC Complement Altern Med, 2007. 7:16.
Smith TC, Smith B, Jacobson IG, Corbeil TE, Ryan MAK, for the Millennium Cohort
Study Team. Reliability of standard health assessment instruments in a large, populationbased cohort study. Ann Epidemiol. 2007 Jul;17(7):525-32.
Smith TC, Jacobson IG, Smith B, Hooper TI, Ryan MAK, for the Millennium Cohort
Study Team. The occupational role of women in military service: validation of
occupation and prevalence of exposures in the Millennium Cohort Study. Int J Environ
Health Res. 2007 Aug;17(4):271-84.
Smith TC, Wingard DL, Smith B, Kritz-Silverstein D, Barrett-Connor EL. Independent
of other exercise, walking decreased risk of cardiovascular disease mortality in older
adults with diabetes [letter]. J Clin Epidemiol, 2007 Oct; 60(10):1090-91.
LeardMann CA, Smith B, Smith TC, Wells TS, Ryan MAK, for the Millennium Cohort
Study Team. Smallpox vaccination: comparison of self-reported and electronic vaccine
records in the Millennium Cohort Study. Hum Vaccin, 2007 Nov; 3(6):245-51.
Smith B, Smith TC, Ryan MAK, Greg GC, for the Millennium Cohort Study Team.
When epidemiology meets the Internet: Web based surveys. Am J Epidemiol, 2007
Dec;166(11):1345-54.
Wells TS, LeardMann CA, Smith TC, Smith B, Jacobson IG, Reed RJ, Ryan MAK, for
the Millennium Cohort Study Team. Self-reported adverse health events following
smallpox vaccination in a large prospective study of US military service members. Hum
Vaccine. 2008 Mar-Apr;4(2):127-33.
Smith TC, Zamorski M, Smith B, Riddle JR, LeardMann CA, Wells TS, Engel CC, Hoge
CW, Adkins J, Blazer D, for the Millennium Cohort Study Team. The physical and
mental health of a large military cohort: baseline functional health status of the
Millennium Cohort. BMC Public Health, 2007 Nov;7:340.
Smith TC, Ryan MAK, Wingard DL, Slymen DJ, Sallis JF, Kritz-Silverstein D, for the
Millennium Cohort Study Team. New onset and persistent symptoms of posttraumatic
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stress disorder self-reported after deployment and combat exposures: prospective
population-based US military cohort study. BMJ 2008 Feb;336(7640):366-71.
Wells TS, Jacobson IG, Smith TC, Spooner CN, Smith B, Reed RJ, Amoroso PJ, Ryan
MAK, for the Millennium Cohort Study Team. Prior health care utilization as a
determinant to enrollment in a 22-year prospective study, the Millennium Cohort Study.
Eur J Epidemiol 2008;23(2):79-87.
Hooper TI, DeBakey SF, Nagaraj BE, Bellis KS, Smith B, Smith TC, Gackstetter GD.
The long-term hospitalization experience following military service in the 1991 Gulf War
among veterans remaining on active duty, 1994-2004. BMC Public Health 2008, 8:60.
Smith TC, Wingard DL, Ryan MAK, Kritz-Silverstein D, Slymen DJ, Sallis JF, for the
Millennium Cohort Study Team. Prior assault increases the likelihood of new-onset
PTSD after combat deployment. Epidemiology, May 2008; 19(3) 505-512.
Smith TC, Smith B, Ryan MAK. Prospective investigation of complementary and
alternative medicine use and subsequent hospitalization. BMC Complement Altern Med,
2008 May. 8:19.
Blazer D, Gray GC, Hotopf M, Macfarlane G, Sim M, Smith TC, and Wessely S. Acetyl
cholinesterase inhibition and Gulf War illnesses: Conclusions are not supported by
independent reviews of the same evidence. [Letter - Response to "Acetylcholinesterase
inhibitors and Gulf War illnesses"], Proc Natl Acad Sci, 2008;105:E20.
Smith B, Chu LK, Smith TC, Amoroso PJ, Boyko EJ, Hooper TI, Gackstetter GD, Ryan
MAK; for the Millennium Cohort Study Team. Challenges of self-reported medical
conditions and electronic medical records among members of a large military cohort.
BMC Med Res Method, June 2008; 8:37.
Jacobson IG, Gumbs GR, Sevick C, Smith TC, Ryan MAK. Smallpox vaccination is not
associated with infertility in a healthy young adult population. Hum Vaccine. June
2008;4(3):224-8.
Smith TC, Ryan MAK, Smith B, Gackstetter GD, Wells TS, Amoroso PJ, Hooper TI,
Boyko EJ, for the Millennium Cohort Study Team. Letter to the editor: Psychiatric
diagnoses in historic and contemporary military cohorts: combat deployment and the
healthy warrior effect. Am J Epidemiol, June 2008; 167(11):1269-76.
Ryan MAK, Gumbs GR, Conlin AM, Sevick CJ, Jacobson IG, Snell KJ, Spooner CN,
Smith TC. Evaluation of preterm births and birth defects in liveborn infants of US
military women who received smallpox vaccine. Birth Defects Res A Clin Mol Teratol,
July 2008;82(7):533-9.
Jacobson IG, Smith TC, Smith B, Wells TS, Wang LZ, Reed RJ, Ryan MAK. US
military service members vaccinated against smallpox in 2003 and 2004 experience a
slightly higher risk of hospitalization post-vaccination. Vaccine, July 2008; 29:26(32):
4048-56.
Ryan MAK, Smith TC, Sevick C, Honner WK, Loach RA, Moore CA, Erickson DJ.
Birth defects among infants born to women who received anthrax vaccine in pregnancy.
Am J Epidemiol, August 2008 168: 434-442.
Jacobson IG, Ryan MAK, Hooper TI, Smith TC, Amoroso PJ, Boyko EJ, Gackstetter
GD, Wells TS, Bell NS, for the Millennium Cohort Study Team. Alcohol use and
alcohol-related problems before and after military combat deployment. JAMA, August
2008;13;300(6):663-75.
Bukowinski AT, Ryan MAK, Slymen DJ, CJ Sevick, JE Alcaraz, Smith TC.
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Hemangiomas and associated congenital malformation in infants born to a large
population-based sample. Paediatr Perinat Epidemiol, October 2008;22:520-529.
Jacobson IG, Smith TC, Bell NS. Author reply: The CAGE questionnaire in alcoholrelated problems before and after military combat deployment. JAMA, 2008; December
2008;300(22):2607.
Smith TC, Wingard DL, Ryan MAK, Kritz-Silverstein D, Slymen DJ, Sallis JF, for the
Millennium Cohort Study Team. PTSD Prevalence, associated exposures, and functional
health outcomes in a large, population-based military cohort. Public Health Rep, January
2009;124:90-102.
Jacobson IG, Smith TC, Smith B, Keel PK, Amoroso PJ, Wells TS, Bathalon GP, Boyko
EJ, Ryan MAK for the Millennium Cohort Study Team. Disordered Eating and Weight
Changes after Deployment: Longitudinal Assessment of a Large US Military Cohort.
American Journal of Epidemiology, February 2009; 169(4):415-427.
Welch KE, LeardMann CA, Jacobson IG, Speigle SJ, Smith B, Smith TC, Ryan MAK,
for the Millennium Cohort Study Team. Postcards encourage participant updates.
Epidemiology, 2009 Mar;20(2):313-4.
LeardMann CA, Smith TC, Smith B, Wells TS, Ryan MAK, for the Millennium Cohort
Study Team. Baseline self-reported functional health predicts vulnerability to
posttraumatic stress disorder following combat deployment: Prospective US Military
Cohort Study. BMJ April 2009;338:b1273.
Phillips CJ, Matyas GR, Hansen CJ, Alving CR, Smith TC, Ryan MAK. Antibodies to
squalene in U.S. Navy Persian Gulf War Veterans with chronic multisymptom illness.
Vaccine June 2009; 27: 3921-3926.
Endara SM, Ryan MAK, Sevick CJ, Conlin AM, Macera CA, Smith TC. Does acute
maternal stress in pregnancy affect infant health outcomes? Examination of a large cohort
of infants born after the terrorist attacks of September 11, 2001. BMC Public Health.
2009 Jul 20;9:252.
Jacobson IG, White MR, Smith TC, Smith B, Wells TS, Gackstetter GD, Boyko EJ, for
the Millennium Cohort Study Team. Self-Reported Health Symptoms and Conditions
Among Complementary and Alternative Medicine Users in a Large Military Cohort. Ann
Epidemiol, Sep 2009;19(9):6013-22.
Smith TC, LeardMann CA, Smith B, Jacobson IG, Ryan MA. Postdeployment
Hospitalizations Among Service Members Deployed in Support of the Deployments in
Iraq and Afghanistan. Ann Epidemiol, Sep 2009;19(9):603-12.
Smith TC, for the Millennium Cohort Study Team. The US Department of Defense
Millennium Cohort Study: Career Span and Beyond Longitudinal Follow-Up. JOEM,
2009 Oct; 51(10):1193-1201.
Granado NS, Smith TC, Swanson GM, Harris RB, Shahar E, Smith B, Boyko EJ,
Wells TS, Ryan MAK. Newly-Reported Hypertension After Military Combat
Deployment in a Large Population-Based Study. Hypertension, 2009 Nov; 54(5):966-73.
Smith B, Wong CA, Smith TC, Boyko EJ, Gackstetter GD, Ryan MAK, for the
Millennium Cohort Study Team. Newly reported respiratory symptoms and conditions
among military personnel deployed to Iraq and Afghanistan: a prospective populationbased study. Am J Epidemiol, 2009 Dec; 170(11): 1433-42.
Wells TS, LeardMann CA, Fortuna SO, Smith B, Smith TC, Ryan MAK, Boyko EJ
Blazer D, for the Millennium Cohort Study Team. A Prospective Study of Depression
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Following Combat Deployment in Support of the Wars in Iraq and Afghanistan.
American Journal of Public Health, 2010 Jan;100(1):90-9.
Cranston MM, Ryan MAK, Smith TC, Sevick CJ, Brodine SK. Hypothyroidism Among
Military Infants Born in Countries of Varied Iodine Nutrition Status. BMC Endocrine
Disorders, 2010 Feb; 10:2.
Wells TS, Bukowinski A, Smith TC, Smith B, Dennis LK, Chu LK, Gray GC, Ryan
MAK. Racial differences in prostate cancer risk remain among US Servicemen with
equal access to care. The Prostate, 2010;70(7):727-34.
Hooper TI, Gackstetter GD, LeardMann C, Boyko EJ, Pearse LA, Smith B, Amoroso PA,
Smith TC, for the Millennium Cohort Study Team. Early Mortality Experience in a Large
Military Cohort and a Comparison of Data Sources Used for Mortality Ascertainment.
Popul Health Metr, 2010 May;8(1):15.
Boyko EJ, Jacobson IJ, Smith B, Ryan MAK, Hooper TI, Amoroso PJ, Gackstetter GD,
Barrett-Connor E, Smith TC, for the Millennium Cohort Study Team. Risk of diabetes in
US military service members in relation to combat deployment and mental health.
Diabetes Care 2010 August; 33(8):1771–1777.
Molly L. Kelton, Cynthia A. LeardMann, Besa Smith, Edward J. Boyko, Tomoko I.
Hooper, Gary D. Gackstetter, Paul D. Bliese, Charles W. Hoge, and Tyler C. Smith, for
the Millennium Cohort Study Tea. Exploratory Factor Analysis of Self-Reported
Symptoms in a Large, Population-Based Military Cohort. BMC Medical Research
Methodology, 2010 October;10:94.
Littman AJ, Boyko EJ, Jacobson IG, Horton J, Gackstetter GD, Smith B, Hooper TI,
Amoroso PJ, Smith TC. Assessing Nonresponse Bias at Follow-up in a Large
Prospective Cohort of Relatively Young and Mobile Military Service Members. BMC
Medical Research Methodology, 2010; 2010 October;10:99.
Seelig A, Jacobson IG, Smith B, Hooper TI, Boyko EJ, Gackstetter GD, Gehrman P,
Macera C, Smith TC. Sleep Patterns Before, During, and After Deployment to
Iraq and Afghanistan. Sleep 2010; 2010 December: 33(12):1615-1622.
Smith TC, Jacobson IG, Hooper TI, LeardMann CA, Boyko EJ, Smith B, Gackstetter
GD, Wells TS, Amoroso PJ, Gray GC, Riddle JR, Ryan MAK, For the Millennium
Cohort Study. Health Impact of US Military Service in a Large Population-based Military
Cohort: Findings of the Millennium Cohort Study, 2001-2008. BMC Public Health. 2011
Jan 31;11(1):69.
Ryan MAK, Jacobson IG, Sevick CJ, Smith TC, Gumbs GR, Conlin, AM. Health
Outcomes among Infants Born to Women Deployed to US Military Operations during
Pregnancy. Birth Defects Res A Clin Mol Teratol. 2011 Feb;91(2):117-124.
Wells TS, Miller SC, Adler AB, Engel CC, Smith TC, Fairbank JA. Mental Health
Impact of the Iraq and Afghanistan Conflicts: A Review of US Research, Service
Provision, and Programmatic Responses. Int Rev Psychiatry. 2011 Apr;23(2):144-52.
White MR, Jacobson IG, Smith B, Wells TS, Gackstetter GD, Boyko EJ, Smith TC for
the Millennium Cohort Study Team. Health care utilization among complementary and
alternative medicine users in a large military cohort. BMC Comp Alter Med 2011 Apr,
11:27
LeardMann CL, Kelton ML, Smith B, Littman AJ, Boyko EJ, Wells TS, Smith TC, for
the Millennium Cohort Study Team. Prospectively Assessed Posttraumatic Stress
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Disorder and Associated Physical Activity. Public Health Reports, 2011 May;126(3):371383.
Sandweiss DA, Slymen DJ, LeardMann CA, Smith B, White MR, Boyko EJ, Hooper TI,
Gackstetter GD, Amoroso PJ, Smith TC, for the Millennium Cohort Study Team. The
Effects of Preinjury Psychiatric Status and Injury Severity on Postdeployment
Posttraumatic Stress Disorder. Arch Gen Psychiatry. 2011 May;68(5):496-504.
Smith TC, for the Millennium Cohort Study Team. Linking Exposures and Health
Outcomes to a Large Population-Based Longitudinal Study: The Millennium Cohort
Study. Military Medicine; 2011 July;176,7:56-63.
Jankosky C, Hooper TI, Granado NS, Scher A, Gackstetter GD, Boyko EJ, Smith TC, for
the Millennium Cohort Study Team. Headache Disorders in the Millennium Cohort:
Epidemiology and Relations with Combat Deployment. Headache, 2011 JulAug;51(7):1098-111.
Pinder RJ, Greenberg N, Boyko EJ, Gackstetter GD, Hooper TI, Murphy D, Ryan MAK,
Smith B, Wells TS, Smith TC, Wessely S. Profile of Two Cohorts: UK and US
Prospective Studies of Military Health. Int J Epidemiol; 2011.
Leleu TD, Jacobson IG, LeardMann C, Smith B, Foltz PW, Amoroso PJ, Derr M, Ryan
MAK, Smith TC. Application of latent semantic analysis for open-ended responses in a
large, epidemiologic study. BMC Medical Research Methodology. 2011 Oct 5;11(1):136.
Jones KA, Granado NS, Smith B, Slymen DJ, Ryan MAK, Boyko EJ, Gackstetter GD,
Phillips CJ, Smith TC, for the Millennium Cohort Study Team. A Prospective Study of
Lupus and Rheumatoid Arthritis in Relation to Deployment in Support of Iraq and
Afghanistan; the Millennium Cohort Study. Autoimmune Diseases, 2011
Dec;2011:741267.
Proctor SP, Wells TS, Jones KA, Boyko EJ, Smith TC. Examination of post-service
health-related quality of life among rural and urban military members of the Millennium
Cohort Study. Journal of Rural Social Sciences, 2012 Feb 26(3):32–56.
Wells TS, Ryan MAK, Jones KA, Hooper TI, Boyko EJ, Jacobson IG, Smith TC,
Gackstetter GD. A comparison of mental health outcomes in persons entering U.S.
Military Service before and after September 11, 2001. Journal of Traumatic Stress. 2012
Feb (25):17-24.
Bonanno GA, Mancini AD, Horton, JL, Powell TM, LeardMann CA, Boyko EJ, Wells
TS, Hooper TI, Gackstetter GD, Smith TC. Trajectories of Trauma Symptoms and
Resilience in Deployed U.S. Military Service Members: A Prospective Cohort Study.
British Journal of Psychiatry, 2012 Mar (200):317-323.
Hermes ED, Wells TS, Smith B, Boyko EJ, Gackstetter GD, Miller SC, Smith TC.
Smokeless tobacco use related to military deployment, cigarettes, and mental health
symptoms in a large, prospective cohort study among US service members. Addiction,
2012 May; 107(5):983-94.
100. Granado NS, Zimmermann L, Smith B, Jones KA, Wells TS, Ryan MAK, Slymen
D, Koffman RL, Smith TC. Individual Augmentee Deployment and Newly Reported
Mental Health Morbidity. J Occupat Environ Med, 2011. 2012 May; 54(5):615-20.
Seelig AD, Jacobson IG, Smith B, Hooper TI, Gackstetter GD, Ryan MAK, Wadsworth
SM, Smith TC. Prospective Evaluation of Mental Health and Deployment Experience
Among Women in the US Military. Am J Epidemiol, 2011. In press.
Conlin AS, DeScisciolo C, Sevick CJ, Bukowinski AT, Phillips CJ, Smith TC. Birth
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Outcomes Among Military Personnel Following Exposure to Documented Open-Air
Burn Pits Before and During Pregnancy. J Occupat Environ Med, 2012. In press.
Jones KA, Smith B, Granado NS, Boyko EJ, Gackstetter GD, Ryan MAK, Phillips CJ,
Smith TC, for the Millennium Cohort Study Team. Newly reported lupus and rheumatoid
arthritis in relation to deployment within proximity to a documented open-air burn pit in
Iraq. J Occup Environ Med 2012; In press.
Smith B, Wong CA, Boyko EJ, Phillips CJ, Gackstetter GD, Ryan MAK, Smith TC, for
the Millennium Cohort Study Team. The effects of exposure to documented open-air
burn pits on respiratory health among deployers of the Millennium Cohort Study. J
Occup Environ Med 2012; In press
Powell TM, Smith TC, Jacobson IG, Boyko EJ, Hooper TI, Gackstetter GD, Phillips CJ,
Smith B, for the Millennium Cohort Study Team. Prospective Assessment of Chronic
Multisymptom Illness Reporting Possibly Associated with Open-Air Burn Pit Smoke
Exposure in Iraq. Journal of Occupational and Environmental Medicine; In press.
Jacobson IG, Horton JL, Smith B, Wells TS, Boyko EJ, Lieberman HR, Ryan MAK,
Smith TC, for the Millennium Cohort Study Team. Bodybuilding, energy, and weight
loss supplements are associated with deployment and physical activity in U.S. military
personnel. Annals of Epidemiology; In press.
Technical Reports:
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3.
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Bush RA, Smith TC, Gee DA, Honner WK, Lekarev O, Strohl ME, Gray GC. Active
surveillance of birth defects among US Department of Defense Beneficiaries: report of a
feasibility study. Technical Report 98-4D. San Diego: Naval Health Research Center,
1998.
Kisor MA, Bush RA, Smith TC, Honner WK, Gray GC. Department of Defense Birth
Defects Registry report for the period: January 1, 1999 through June 30, 1999.
Technical Report 00-08. San Diego: Naval Health Research Center, 1998.
Garland CF, Ryan MAK, Gorham ED, Gunderson EK, Smith TC, Miller M, Honner WK,
Garland FC. Incidence rates of lymphoid leukemia in children of active-duty Navy
servicemembers. Technical Report 01-22. San Diego: Naval Health Research Center,
2001.
Ryan MAK, Honner WK, Aran R, Alexander B, Kaufman SA, Reed RJ, Smith TC.
Department of Defense Birth and Infant Health Registry: annual report on birth defects
among infants born to US military families, January 1, 1998 through December 31, 1998.
Technical Report 05-03. San Diego, CA: Naval Health Research Center; NHRC
Ryan MAK, Honner WK, Rudy-Goodness CM, Chow SC, Conlin AMS, Reed RJ, Smith
TC, Stiegman VKD. Department of Defense Birth and Infant Health Registry: annual
report on birth defects among infants born to US military families, January 1, 1999
through December 31, 1999. Technical Report 05-07. San Diego, CA: Naval Health
Research Center; NHRC
6.
Ryan MAK, Honner WK, Rudy-Goodness CM, Chow SC, Conlin AMS, Reed RJ, Smith
TC, Stiegman VKD. Department of Defense Birth and Infant Health Registry: annual
report on birth defects among infants born to US military families, January 1, 2000
through December 31, 2000. Technical Report 05-08. San Diego, CA: Naval Health
Research Center; NHRC
Conference Proceedings Manuscript Publications:
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Smith, TC. The capabilities of PROC FACTOR to conduct an exploratory factor
analysis. Proceedings for the Western Users of SAS® Software, 7th Annual Conference,
Oakland, CA, October 1998. (Best Paper Award)
Smith, TC. Calculating the probability of hospitalization as a function of time using the
SAS System’s PROC PHREG. Proceedings for the Western Users of SAS® Software, 7th
Annual Conference, Los Angeles, CA, October 20-22,1999. (Invited, one-hour)
Smith, TC. Calculating the probability of hospitalization as a function of time, an
Application of Cox's Proportional Hazards Modeling. SAS® Institute Inc., Proceedings
of the Twenty-Fifth Annual SAS Users Group International Conference. (Invited, onehour)
Smith, TC. Using PROC FACTOR to conduct an exploratory factor analysis of
self-reported symptom data. Proceedings for the Western Users of SAS® Software, 8th
Annual Conference, Scottsdale, AZ, September 17-19, 2000.
5.
Smith, TC. Graphing the probability of hospitalization as a function of time using
survivor function estimates and the SAS® System's PROC PHREG. Proceedings for the
Western Users of SAS® Software, 8th Annual Conference, Scottsdale, AZ, September
17-19, 2000.( Invited, one-hour)
Smith, TC, Smith, B. Survival analysis and the application of Cox's proportional hazards
modeling using SAS. Proceedings of the 26th Annual SAS Users Group International
Conference. Long Beach, CA, April 22-25, 2001. (Invited, one-hour)
Smith, TC; Smith, B; Ryan, MAK. What about a Proc Rates for all of your rates and
proportions needs? Proceedings of the 9th Annual Western User’s of SAS Software
Conference. San Francisco, CA, September 5-7 2001. (Best Paper Award)
Smith, TC; Smith, B; Ryan, MAK. A survival analysis from the ground up, using Cox
proportional hazards modeling. Proceedings of the 9th Annual Western User’s of SAS
Software. San Francisco, CA, 5-7 September 2001. (Invited, one-hour)
Smith, TC; Smith, B; Ryan, MAK. Survival analysis using Cox proportional hazards
modeling for single and multiple event time data. Proceedings of the Twenty-Eighth
Annual SAS Users Group International Conference. Seattle, WA, March 30 – April 2
2003. (Invited, one-hour)
Corbeil, TE; Smith, TC; Smith, B; Ryan, MAK. Merging large Internet and paper
survey datasets for a 22-year longitudinal cohort study. Proceedings of The 11th Annual
Western User’s of SAS Software Conference. San Francisco, CA, November 5-7, 2003.
Smith, TC; Smith, B; Ji, M; Honner WK. Proc Genmod for analysis of correlated
outcome data using the logit link function. Proceedings of the 12th Annual Western
User’s of SAS Software Conference. Pasadena, CA, October 13-15, 2004. (Invited,
one-hour)
12.
13.
14.
15.
Smith, TC; Smith, B. Survival analysis Kaplan Meier and Cox proportional hazards
modeling; hands on survival analysis. Proceedings of the 12th Annual Western User’s of
SAS Software Conference. Pasadena, CA, October 13-15, 2004. (Invited, one-hour)
Smith, TC; Smith, B. Graphing the probability of event as a function of time using
survivor function estimates and the SAS system's PROC PHREG. Proceedings of the
13th Annual Western User’s of SAS Software Conference. San Jose, CA, September 2123, 2005. (Invited, Hands on Workshop 1.5 hour).
Smith, TC, Smith, B. Proc Genmod with GEE to analyze correlated outcomes data using
SAS. Proceedings of the 14th Annual Western User’s of SAS Software Conference.
Irvine, CA, September 27-29, 2006. Invited Paper.
Smith, TC, Smith, B. Health outcomes research using time-to-event analytic
approaches. Proceedings of the 15th Annual Western User’s of SAS Software
Conference. San Francisco, CA, October 17-19, 2007. Invited Paper.
Published Abstracts:
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Bagnell M, LeardMann C, McMaster H, Boyko E, Smith B, Granado N, Smith TC.
Wellness among US service members; the Millennium Cohort Study. 140th APHA
Annual Meeting San Francisco, October 2012.
Piane GM, Smith TC, Adesanya DO. Associations among mental health needs and comorbid chronic conditions in California. 140th APHA Annual Meeting San Francisco,
October 2012.
Gehrman P, Seelig A, Jacobson IG, Boyko E, Hooper TI, Gackstetter G, Ulmer C, Smith
TC. Predeployment Sleep Duration and Insomnia Symptoms as Risk Factors for NewOnset Mental Health Disorders Following Military Deployment. 30th Annual San Diego
Epidemiology Research Exchange, 27 April 2012, San Diego, CA.
Smith TC. Prospective Investigation of PTSD and Coping Behaviors in Combat
Deployers. 2011 Joint Conference, Council of Applied Master’s Programs in Psychology
& North American Association of Master’s in Psychology, CA, 11 November, 2011.
Jones K, Powell T, Smith B, Wong C, Granado N, Jacobson I, Boyko E, Hooper T,
Gackstetter G, Ryan M, Phillips C, Smith TC, for the Millennium Cohort Study Team.
Burn Pit Smoke Exposure and Health Risks in the Millennium Cohort Study. 2nd Annual
Navy Medicine Research Conference in Bethesda, MD, 4-7 June, 2011
Conlin AS, Snell KJ, Gumbs GR, Hughes H, Powell D, Garman PM, Gordon DM, Crum
NF, Smith TC. DoD ACAM 2000 Smallpox Vaccine Myopericarditis Registry. 2nd
Annual Navy Medicine Research Conference in Bethesda, MD, 4-7 June, 2011
Owens B, Wolf J, Seelig A, Smith B, Boyko E, Jacobson I, Ryan M, Gackstetter G,
Smith T, for the Millennium Cohort Study Team. Risk Factors for the Development of
Achilles Tendinitis, Patellar Tendinitis and Plantar Fasciitis in the Military. 29th Annual
San Diego Epidemiology Research Exchange, 29 April 2011, San Diego, CA.
Conlin A, DeScisciolo C, Sevick C, Bukowinski A, Phillips C, Smith T. Birth Outcomes
Among Military Personnel Following Exposure to Documented Open-Air Burn Pits
Before and During Pregnancy. 29th Annual San Diego Epidemiology Research
Exchange, 29 April 2011, San Diego, CA.
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Nguyen S, LeardMann C, Smith B, Conlin A, Slymen D, Hooper T, Ryan M, Smith T for
the Millennium Cohort Study Team. Is Military Deployment a Risk Factor for Maternal
Depression? 29th Annual San Diego Epidemiology Research Exchange, 29 April 2011,
San Diego, CA.
Bagnell M, Granado N, Boyko E, Smith B, Ulmer C, Smith T, for the Millennium Cohort
Study Team. Posttraumatic stress disorder and cardiovascular disease: A prospective US
military cohort study. 138th American Public Health Association Annual Meeting &
Exposition. 6-10 November 2010, Denver, CO.
Horton J, Powell T, Bonanno G, Mancini A, LeardMann C, Boyko E, Wells T, Hooper T,
Gackstetter G, Smith T, for the Millennium Cohort Study. Mental health trajectories and
their predictors: application of latent growth mixture modeling in the Millennium Cohort
Study. The American College of Epidemiology Annual Scientific Sessions, 11-14
September 2010, San Francisco, CA.
Powell T, Smith T, Jacobson I, Boyko E, Hooper T, Gackstetter G, Smith B, for The
Millennium Cohort Study. Chronic multisymptom illness reporting; a comparison of
current Iraq and Afghanistan deployers and past 1991 Gulf Warveterans. The American
College of Epidemiology Annual Scientific Sessions, 11-14 September 2010, San
Francisco, CA.
Seelig A, Smith B, Jacobson I, Gackstetter G, Ryan M, Wells T, MacDermid Wadsworth
S, Hooper T, Smith T, for the Millennium Cohort Study Team. Women warriors: a
longitudinal assessment of mental health among women in the millennium cohort study.
The American College of Epidemiology Annual Scientific Sessions, 11-14 September
2010, San Francisco, CA.
Smith T, McMaster H, Jacobson I, Smith B for the Millennium Cohort Study Team.
Understanding Deployment Related Stressors and Long-term Health in Military Service
Members and Veterans: the Millennium Cohort Study. National Child Traumatic Stress
Network, 17 August 2010, Webinar.
Conlin S, Gumbs G, Sevick C, Bukowinski A, Snell K, DeScisciolo C, Smith T, for the
Department of Defense Birth and Infant Health Registry Team. Monitoring the impact of
force health protection on military families: Compulsory vaccinations and pregnancy
registries. 13th Annual Force Health Protection Conference, 7-13 August 2010, Phoenix,
AZ.
Barrett JP, Sevick CJ, Conlin AMS, Gumbs GR, Lee S, Smith TC. Validating the Use of
ICD-9-CM Codes to Evaluate Gestational Age and Birth Weight. 13th Annual Force
Health Protection Conference, 7-13 August 2010, Phoenix, AZ.
Jones K, Granado N, Smith B, Slymen D, Ryan M, Boyko E, Gackstetter G, Smith T; for
the Millennium Cohort Study Team. Are Newly-Reported Lupus and Rheumatoid
Arthritis Associated with US Military Deployment in Support of the Operations in Iraq
and Afghanistan? 43rd Annual Meeting of the Society for Epidemiologic Research, 23-26
June 2010, Seattle, WA.
Pietrucha A, Granado N, Smith B, Boyko E, Ryan M, Smith T; for the Millennium
Cohort Study Team. A Longitudinal Study of Back Pain in US Military Personnel
Deployed in Support of Operations in Iraq and Afghanistan; the Millennium Cohort
Study. 43rd Annual Meeting of the Society for Epidemiologic Research, 23-26 June
2010, Seattle, WA.
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Millennium Cohort: Linking Environmental Exposures. Invited Oral Presentation,
AFHSC USUHS Symposium: Assessing Potentially Hazardous Environmental
Exposures among Military Populations, 19-21 May 2010.
Understanding Long-Term Tobacco and Alcohol Use and Comorbid Mental Health
Symptoms in Military Service Members and Veterans, Invited Oral Presentation,
American Psychiatric Association 22-26 May 2010.
Wong C, Smith B, Jacobson I, Boyko E, Littman A, Wells T, Ryan M, Amoroso P,
Smith T, for the Millennium Cohort Study Team. Do deployment experience and
mental health status affect reasons for leaving military service? Navy and
Marine Corps Combat and Operational Stress Conference. 18-20 May 2010, San
Diego, CA
Pietrucha A, Granado N, Smith B, Boyko E, Ryan M, Hooper T, Smith T for the
Millennium Cohort Study. A Longitudinal Study of Back Pain in US Military Personnel;
the Millennium Cohort Study. Annual Epidemiology Research Exchange 7 May 2010,
San Diego, CA.
Jacobson I, Horton J, Smith B, Ryan M, Boyko E, Wells T, Lieberman H, Smith T for the
Millennium Cohort Study Team. Supplement Use in Relation to Deployment and
Physical Activity in a Large Military Cohort. Annual Epidemiology Research Exchange
7 May 2010, San Diego, CA.(oral presentation)
Seelig A, Smith B, Jacobson I, Gackstetter G, Ryan M, Wells T, MacDermid Wadsworth
S, Hooper T, Smith T, for the Millennium Cohort Study Team. Women in the Military:
A longitudinal examination of mental health symptoms in relation to combat deployment.
Annual Epidemiology Research Exchange 7 May 2010, San Diego, CA.(oral
presentation)
Jones K, Granado N, Smith B, Slymen D, Ryan M, Boyko E, Gackstetter G, Phillips C,
Smith T for the Millennium Cohort Study Team. Lupus and Rheumatoid Arthritis Risk
in Relation to Deployment in Support of Operations in Iraq and Afghanistan. Annual
Epidemiology Research Exchange 7 May 2010, San Diego, CA.(oral presentation)
Horton J, Jacobson I, Smith B, Ryan M, Boyko E ,Wells T, Lieberman H, Smith T, for
the Millennium Cohort Study Team. Supplement Use in Relation to Deployment and
Physical Activity in a Large Military Cohort. 49th Navy and MarineCorps Public Health
Conference. 19-26 March 2010, Hampton, VA. Awarded First Place in the Research
Category for Health Promotion
Granado N, Ryan M, Smith B, Boyko E, Jones K, Koffman R, Smith T, for the
Millennium Cohort Study Team. Navy Individual Augmentees and Posttraumatic Stress
Disorder. 49th Navy and Marine Corps Public Health Conference. 19-26 March 2010,
Hampton, VA. Awarded First Place in the Informational Category, Occupational
Health Discipline.
Jones K, Granado N, Smith B, Ryan M, Boyko E, Gackstetter G, Phillips C, Smith T, for
the Millennium Cohort Study Team. Newly-Reported Lupus and Rheumatoid Arthritis
Among Military Millennium Cohort Participants Deployed in Support of the Operations
in Iraq and Afghanistan. 49th Navy and MarineCorps Public Health Conference. 19-26
March 2010, Hampton, VA.
Wong C, Smith B, Jacobson I, Ryan M, Wells T, Amoroso P, Boyko E, Littman A, Smith
T for the Millennium Cohort Study Team. Do Symptoms of Mental Health and
Deployment Affect Decisions to Leave Military Service? 49th Navy and MarineCorps
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Public Health Conference. 19-26 March 2010, Hampton, VA.
Jacobson I, Wong C, Smith B, Boyko E, Gackstetter G, Smith T, for the Millennium
Cohort Study Team. Association between alternative and complementary health
practices and change in body mass index in a large military cohort. 137th American
Public Health Association Annual Meeting & Exposition Philadelphia, PA November 711, 2009.
Granado N, Smith T, Smith B, Ryan M, Boyko E, Jones K, Koffman R, for the
Millennium Cohort Study Team. Assessment of mental health care service utilization
among Millennium Cohort Study participants reporting symptoms of posttraumatic stress
disorder. 137th American Public Health Association Annual Meeting & Exposition,
Philadelphia, PA November 7-11, 2009.
Granado N, Smith T, Swanson M, Harris R, Shahar E, Smith B, Boyko E, Wells T, Ryan
M, for the Millennium Cohort Study Team. Role of combat deployment-induced stress
and newly-reported hypertension in the Millennium Cohort Study. 137th American
Public Health Association Annual Meeting & Exposition, Philadelphia, PA November 711, 2009.
Granado N, Hooper T, Gackstetter G, Scher A, Jankosky C, Boyko E, Barrett-Connor E,
Smith T, for the Millennium Cohort Study Team. Prevalence of self-reported headache
disorders among US military service members in the Millennium Cohort. 137th
American Public Health Association Annual Meeting & Exposition Philadelphia, PA
November 7-11, 2009.
Seelig A, Jacobson I, Smith B, Hooper T, Boyko E, Gackstetter G, Gehrman P, Macera
C, Smith T, for the Millennium Cohort Study Team. Are service members deployed in
support of the wars in Iraq and Afghanistan more likely to have sleep problems after
deployment? 137th American Public Health Association Annual Meeting & Exposition
Smith B, Kelton M, LeardMann C, Boyko E, Wells T, Littman A, Smith T, for the
Millennium Cohort Study Team. Posttraumatic stress disorder symptoms and associated
physical activity levels among US service members. 137th American Public Health
Association Annual Meeting & Exposition Philadelphia, PA November 7-11, 2009.
Smith B, Boyko E, Jacobson I, Smith T, Hooper T, Amoroso P, Gackstetter G, Ryan M
Barrett-Connor E, for the Millennium Cohort Study Team. Risk factors for incident
diabetes in US military participants of the Millennium Cohort Study. 137th American
Public Health Association Annual Meeting & Exposition Philadelphia, PA November 711, 2009.
Smith T, Wells T, Jacobson I, Smith B, LeardMann C, Hoge C, Blazer D, Boyko E, Ryan
M, for the Millennium Cohort Study Team. Prospective investigation of the interrelation
of new and persistent mental health symptoms and coping behaviors in a large military
cohort. 137th American Public Health Association Annual Meeting & Exposition,
Boyko E, Jacobson I, Smith T, Smith B, Hooper T, Amoroso P, Gackstetter G, BarrettConnor E, for the Millennium Cohort Study Team. A prospective study of risk of selfreported diabetes in US military participants of the Millennium Cohort Study in relation
to combat deployment and mental health. International Diabetes Federation 20th World
Diabetes Congress, 18-22 October 2009, Montreal, Canada.
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Horton J, Jacobson IG, Smith B, Ryan MAK, Boyko EJ, Smith TC, for the Millennium
Cohort Study Team. Occupational, Physical, and Mental Health Characteristics
Associated with Supplement Use in a Large Military Cohort. The American College of
Epidemiology Annual Scientific Sessions. 13-15 September, 2009, Silver Spring, MD.
First Place Regular Poster Award.
Jacobson IG, Wong CA, Smith B, Boyko EJ, Gackstetter GD, Smith TC, for the
Millennium Cohort Study Team. Does complementary and alternative medicine use
predict change in body mass index among US military personnel? The American College
of Epidemiology Annual Scientific Sessions. 13-15 September, 2009, Silver Spring, MD.
Jacobson I, Littman A, Boyko E, Smith T, for the Millennium Cohort Study Team.
Physical activity after separation from the military: how much do veterans do and who
stays active? 12th Annual Force Health Protection Conference, 14-21 August 2009,
Albuquerque, NM.
Smith T, Welch K, Wong C, Farnell L, LeardMann C, Jacobson I, Smith B, for the
Millennium Cohort Study Team. Deployment Health Studies: The Millennium Cohort
Study. 12th Annual Force Health Protection Conference, 14-21 August 2009,
Albuquerque, NM. (oral presentation)
Granado N, Smith T, Smith B, Ryan M, Boyko E, Jones K, Koffman R, for the
Millennium Cohort Study Team. Mental health care needs and utilization among US
active duty Millennium Cohort Study participants reporting symptoms for posttraumatic
stress and other mental health disorders. 12th Annual Force Health Protection
Conference, 14-21 August 2009, Albuquerque, NM. (oral presentation)
Sandweiss D, Slymen D, LeardMann C, Smith B, White M, Boyko E, Hooper T,
Gackstetter G, Amoroso P, Smith T, for the Millennium Cohort Study Team. A
prospective analysis of the effects of preinjury psychological status on the psychological
impact of injury during deployment in support of the wars in Iraq and Afghanistan. 12th
Annual Force Health Protection Conference, 14-21 August 2009, Albuquerque, NM.
(oral presentation)
Jacobson I, Boyko E, Smith B, Smith T, Hooper T, Amoroso P, Gackstetter G, BarrettConnor E, for the Millennium Cohort Study Team. Is mental health associated with
newly self-reported diabetes in US military participants of the Millennium Cohort Study?
12th Annual Force Health Protection Conference, 14-21 August 2009, Albuquerque, NM.
(oral presentation)
C, Smith T, for the Millennium Cohort Study Team. Does deployment in support of the
wars in Iraq and Afghanistan affect sleep patterns in military personnel? 12th Annual
Force Health Protection Conference, 14-21 August 2009, Albuquerque, NM. (oral
presentation)
Jankosky C, Granado N, Hooper T, Gackstetter G, Scher A, Boyko E, Barrett-Connor E,
Smith T, for the Millennium Cohort Study Team. Self-reported new-onset migraine and
other headache disorders among US military deployers with reported combat exposures
in the Millennium Cohort Study. 12th Annual Force Health Protection Conference, 14-21
August 2009, Albuquerque, NM. (oral presentation)
Smith B, Kelton M, LeardMann C, Boyko E, Wells T, Littman A, Smith T, for the
physical activity levels among US service members. 12th Annual Force Health Protection
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Conference, 14-21 August 2009, Albuquerque, NM. (oral presentation)
Wong C, Smith B, Jacobson I, Ryan M, Wells T, Amoroso P, Boyko E, Littman, Smith
T, for the Millennium Cohort Study Team. Are mental health symptoms and deployment
experience associated with reasons for leaving military service? 12th Annual Force
Health Protection Conference, 14-21 August 2009, Albuquerque, NM.
Wells T, Smith B, Hermes E, Gackstetter G, Boyko E, MD, Miller S, Smith T, for the
Millennium Cohort Study Team. Prospective analysis of smokeless tobacco use and
deployment to the wars in Iraq and Afghanistan. 12th Annual Force Health Protection
Conference, 14-21 August 2009, Albuquerque, NM.
White M, Jacobson I, Smith T, Smith B,Wells T, Gackstetter G, Boyko E, for the
Millennium Cohort Study Team. Healthcare utilization among complementary and
alternative medicine users in a large military cohort. 12th Annual Force Health Protection
Horton J, Jacobson I, Smith B, Ryan M, Boyko E, Wells T, Smith T, for the Millennium
Cohort Study Team. Is supplement use associated with deployment experience and
physical activity in a large military cohort? 12th Annual Force Health Protection
LeardMann C, Hooper T, Gackstetter G, Boyko E, Pearse L, Smith B, Amoroso P, Smith
T, for the Millennium Cohort Study Team. Early mortality experience and a comparison
of data sources used for mortality ascertainment in a large military cohort. 12th Annual
Force Health Protection Conference, 14-21 August 2009, Albuquerque, NM.
Kelton M, LeardMann C, Bliese P, Boyko E, Hooper T, Gackstetter G, Smith B, Hoge C,
Smith T, for the Millennium Cohort Study Team. Factor Analysis of Self-Reported
Symptoms in a Large, Population-Based Military Cohort. 12th Annual Force Health
Protection Conference, 14-21 August 2009, Albuquerque, NM.
Farnell L, Welch K, LeardMann C, Jacobson I, Granado N, Jones K, Smith B, Fairbank J,
Marmar C, Schlenger W, Smith T, for the Millennium Cohort Study Team. The
Millennium Cohort Family Study: understanding the relationship between military
service and family functioning. 12th Annual Force Health Protection Conference, 14-21
August 2009, Albuquerque, NM.
Ryan M, Conlin A, Gumbs G, Jacobson I, Sevick C, Smith T. Health outcomes among
infants born to women deployed to US military operations during pregnancy. 12th
Annual Force Health Protection Conference, 14-21 August 2009, Albuquerque, NM.
Conlin A, Sevick C, Gumbs G, Smith T. Birth defects among infants with 1st trimester
gestational exposure to Naples, Italy. 12th Annual Force Health Protection Conference,
14-21 August 2009, Albuquerque, NM.
Gumbs G, Conlin A, Sevick C, Keenan H, Runyan D, Lloyd D, Ryan M, Smith T for the
Department of Defense (DoD) Birth and Infant Health Registry Team. Evaluating the
epidemiology of inflicted traumatic brain injury in infants of United States military
families. 12th Annual Force Health Protection Conference, 14-21 August 2009,
Albuquerque, NM.
Conlin A, Gumbs G, Jacobson I, Sevick C, Bukowinski A, Snell K, Smith T. Infant
Health in US Military Families: The Department of Defense Birth and Infant Health
Registry, 1998–2006. 12th Annual Force Health Protection Conference, 14-21 August
2009, Albuquerque, NM.
Snell K, Gumbs G, Conlin A, Granado N, Hughes H, Powell D, Garman P, Gordon D,
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Smith T for the ACAM2000® Registry Team. ACAM2000® Myopericarditis Registry.
12th Annual Force Health Protection Conference, 14-21 August 2009, Albuquerque, NM.
Phillips C, Furlong C, Richter R, Smith T, Gumbs G. Analysis of Paraoxonase (PON1)
status among U.S. Navy Gulf War Veterans with Gulf War Illness. 12th Annual Force
Health Protection Conference, 14-21 August 2009, Albuquerque, NM.
Smith B, Boyko E, Jacobson I, Smith T, Hooper T, Amoroso P, Gackstetter G, Ryan M
Barrett-Connor E, for the Millennium Cohort Study Team. Risk Factors for Incident
Diabetes in U.S Military Participants of the Millennium Cohort Study. 42nd Annual
Society for Epidemiologic Research Meeting, Anaheim, CA 23-26 June, 2009.
Granado N, Smith T, Smith B, Koffman R, for the Millennium Cohort Study Team.
Meeting the Mental Health Needs of our Deploying Service Members: Assessment Using
Self-Reported Symptom Screen and Electronic Medical Encounter Data. 42nd Annual
Bukowinski A, Rockswold P, Smith B, Smith T. Guillain-Barré Syndrome in US ActiveDuty Military Personnel. 42nd Annual Society for Epidemiologic Research Meeting,
Anaheim, CA 23-26 June, 2009.
Jacobson I, Wong C, Smith B, Boyko E, Gackstetter G, Smith T, for the Millennium
Cohort Study Team. Is Complementary and Alternative Medicine Use Associated with
Change in Body Mass Index in a Large Military Cohort? 42nd Annual Society for
Epidemiologic Research Meeting, Anaheim, CA 23-26 June, 2009.
Smith T, Wells T, Jacobson I, Smith B, LeardMann C, Hoge C, Blazer D, Boyko E, Ryan
M, for the Millennium Cohort Study Team. Prospective Investigation of Mental Health
Challenges and Coping Behaviors in Deployers Supporting the Wars in Iraq and
Afghanistan. 42nd Annual Society for Epidemiologic Research Meeting, Anaheim, CA
23-26 June, 2009.
Kelton M, LeardMann C, Smith B, Boyko E, Wells T, Littman A, Smith T, for the
Millennium Cohort Study Team. Physical Activity is Associated with Posttraumatic
Stress Disorder Symptoms in a Large Military Cohort. 42nd Annual Society for
Wells T, LeardMann C, Fortuna S, Smith B, Smith T, Ryan M, Boyko E, Blazer D, for
the Millennium Cohort Study Team. Depression is Prospectively Associated with
Combat Deployment in Support of the Wars in Iraq and Afghanistan. 42nd Annual
LeardMann C, Jacobson I, Smith B, Wells T, Boyko E, Ryan M, Smith T, for the
Millennium Cohort Study Team. A Prospective Investigation of Posttraumatic Stress
Disorder and Body Weight in a Large Military Cohort. 42nd Annual Society for
Sandweiss D, Slymen D, LeardMann C, Smith B, White M, Boyko E, Hooper T,
Prospective Analysis of the Effects of Preinjury Psychological Status on the
Psychological Impact of Injury During Deployment in Support of the Wars in Iraq and
Afghanistan. 42nd Annual Society for Epidemiologic Research Meeting, Anaheim, CA
23-26 June, 2009.
Smith B, Hooper T, Gackstetter G, LeardMann C, Boyko E, Pearse L, Amoroso P, Smith
T, for the Millennium Cohort Study Team. Early Mortality Experience and a
Comparison of Data Sources used for Mortality Ascertainment in a Large Military
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Cohort. 42nd Annual Society for Epidemiologic Research Meeting, Anaheim, CA 23-26
June, 2009.
Granado N, Hooper T, Gackstetter G, Scher A, Jankosky C, Boyko E, Barrett-Connor E,
Smith T, for the Millennium Cohort Study Team. The Prevalence of Migraine and Other
Headache Disorders in Millennium Cohort Active-Duty, Reserve and National Guard
Members. 42nd Annual Society for Epidemiologic Research Meeting, Anaheim, CA 2326 June, 2009.
C, Smith T, for the Millennium Cohort Study Team. Sleep Patterns Before, During, and
After Military Combat Deployment in Support of the Wars in Iraq and Afghanistan.
42nd Annual Society for Epidemiologic Research Meeting, Anaheim, CA 23-26 June,
2009.
Jacobson I, Smith T, Smith B, LeardMann C, Wells T, Ryan M, Boyko E, for the
Millennium Cohort Study Team. Prospective Analysis of Posttraumatic Stress Disorder
and Depression among Military Professional Caregivers Deployed to the Wars in Iraq
and Afghanistan. 42nd Annual Society for Epidemiologic Research Meeting, Anaheim,
CA 23-26 June, 2009.
Smith T, Smith B, Jacobson I, LeardMann C, Welch K, Farnell L, for the Millennium
Cohort Study Team. The Millennium Cohort Study: A 21-year Contribution to the
Understanding of Military Health. 42nd Annual Society for Epidemiologic Research
Meeting, Anaheim, CA 23-26 June, 2009.
Smith B, Wong C, Smith T, Boyko E, Gackstetter G, Ryan M, for the Millennium Cohort
Study Team. Newly Reported Respiratory Illness Among Military Personnel Deployed
to Iraq and Afghanistan; A Prospective Population-based Study. 42nd Annual Society
for Epidemiologic Research Meeting, Anaheim, CA 23-26 June, 2009.
M, for the Millennium Cohort Study Team. New-Onset Hypertension Associated with
Combat Deployment in Millennium Cohort Active-Duty, Reserve and National Guard
Members. 42nd Annual Society for Epidemiologic Research Meeting, Anaheim, CA 2326 June, 2009.
Jacobson I, Smith T, LeardMann C, Smith B, Ryan M. Postdeployment Hospitalization
Experience of Service Members Deployed in Support of the Wars in Iraq and
Afghanistan. 42nd Annual Society of Epidemiologic Research Meeting, Anaheim, CA,
23-26 June 2009.
Gumbs G, Conlin A, Jacobson I, Sevick C, Bukowinski A, Snell K, Smith T. The
Department of Defense Birth and Infant Health Registry, 1998–2006. 22nd Annual
Society for Pediatric and Perinatal Epidemiologic Research Meeting 22-23 Jun 2009,
Anaheim, CA.
Bukowinski A, Conlin A, Jacobsen I, Gumbs G, Hoge C, Sevick C, Ryan M, and Smith
T. Parental Stress, PTSD, and Infant Health Outcomes in US Military Families. 22nd
Annual Society for Pediatric and Perinatal Epidemiologic Research Meeting 22-23 June,
Anaheim, CA.
Conlin A, Sevick C, Gumbs G, Smith T. Birth Defects among Infants with 1st Trimester
Gestational Exposure to Naples, Italy. 22nd Annual Society for Pediatric and Perinatal
Epidemiologic Research Meeting 22-23 Jun 2009, Anaheim, CA.
Sevick C, Conlin A, Gumbs G, Smith T. Ensuring the Quality of Infant Health Data:
Why a Simple Data Pull Will Not Work. 22nd Annual Society for Pediatric and Perinatal
Epidemiologic Research Meeting 22-23 Jun 2009, Anaheim, CA.
168. Bukowinski A, Conlin A, Smith T, Gumbs G, Chu L, Sevick C, Heller J, Ryan M. Birth
defects in infants born in 1998-2004 to men and women serving in the US military during
the 1990-1991 Gulf War era: a population-based retrospective cohort study. 22nd Annual
Society for Pediatric and Perinatal Epidemiologic Research Meeting 22-23 Jun 2009,
Anaheim, CA.
167. Littman AJ, Jacobson IG, Boyko EJ, Smith TC. Physical activity after Separation from
the Military: Who maintains physical activity after military service? (American College
of Sports Medicine, Seattle, May 2009).
166. Kelton M, LeardMann C, Bliese P, Boyko E, Hooper T, Gackstetter G, Smith B, Hoge C,
Smith T, for the Millennium Cohort Study Team. Factor Analysis of Self-Reported
Symptoms in a Large, Population-Based Military Cohort. 27th Annual San Diego
Epidemiology Research Exchange, 8 May 2009, San Diego, CA. (oral presentation)
165. Kelton M, LeardMann C, Smith B, Boyko E, Littman A, Wells T, Smith T, for the
Millennium Cohort Study Team. Posttraumatic Stress Disorder Symptoms and
Associated Physical Activity Levels among US Service Members. 27th Annual San
Diego Epidemiology Research Exchange, 8 May 2009, San Diego, CA.
164. Seelig A, Jacobson I, Smith B, Hooper T, Boyko E, Gackstetter G, Gehrman P, Macera
C, Smith T, for the Millennium Cohort Study Team. Are Sleep Patterns in Military
Personnel Affected by Combat Deployment? 27th Annual San Diego Epidemiology
Research Exchange, 8 May 2009, San Diego, CA. (oral presentation)
163. Sandweiss D, Slymen D, LeardMann C, Smith B, White M, Boyko E, Hooper T,
prospective analysis of the effects of preinjury psychological status on the psychological
impact of injury during deployment in support of the wars in Iraq and Afghanistan. 27th
Annual San Diego Epidemiology Research Exchange, 8 May 2009, San Diego, CA.
162. Gumbs GR, Conlin AS, Jacobson IG, Sevick CJ, Bukowinski AT, Snell KJ, Smith
TC. The Department of Defense Birth and Infant Health Registry, 1998-2006.
48th Navy and Marine Corps Public Health Conference, Hampton, VA, 20-26 Mar
2009.
161. Granado N, Smith TC, Swanson M, Harris R, Shahar E, Smith B, Boyko E, Wells T, for
the Millennium Cohort Study Team. Newly-reported hypertension among US military
Millennium Cohort members deployed with combat exposures in support of OIF/OEF.
48th Navy and Marine Corps Public Health Conference, 20-26 Mar 2009, Hampton, VA.
160. Jacobson I, Welch K, Farnell L, LeardMann C, Wong C, Smith B, Smith TC, for the
Millennium Cohort Study Team. The Millennium Cohort Study: a 21-year longitudinal
contribution to the understanding of military health. 48th Navy and Marine Corps Public
Health Conference, 20-26 Mar 2009, Hampton, VA.
159. Kelton M, LeardMann C, Smith B, Boyko E, Wells T, Littman A, Smith TC, for the
physical activity. 48th Navy and Marine Corps Public Health Conference, 20-26 Mar
2009, Hampton, VA. Awarded 1st Place in Oral Competition.
158. Rockswold PD, Bukowinski AT, Smith B, and Smith TC. Guillain-Barré Syndrome in
US Active-duty Military Personnel. 48th Navy and Marine Corps Public Health
Conference, 20-26 March 2009, Hampton, VA.
157. Smith TC, for the Millennium Cohort Study Team. The Millennium Cohort Study. National
Institute of Drug Abuse; Addressing Substance Abuse and Comorbidities Among
Military Personnel, Veterans, and Their Families Conference, 6-7 January 2009,
Bethesda, MD. Invited Speaker.
156. Boyko E, LeardMann C, Kelton M, Smith B, Wells T, Littman A, Smith TC, for the
Millennium Cohort Study Team. Prospectively assessed posttraumatic stress disorder
symptoms and associated physical activity levels. The Association of Military Surgeons
of the United States 114th Annual Meeting, 9-14 November 2008, San Antonio, TX.
155. Wells T, LeardMann C, Fortuna S, Smith B, Smith TC, Ryan M, Boyko E, Blazer D, for
the Millennium Cohort Study Team. Depression is prospectively associated with combat
deployment in support of the wars in Iraq and Afghanistan. The Association of Military
Surgeons of the United States 114th Annual Meeting, 9-14 November 2008, San
Antonio, TX.
154. Ryan M, Smith B, Wong C, Smith TC, Boyko E, Gackstetter G, for the Millennium Cohort
Study Team. Newly reported respiratory symptoms and conditions in military service
members deployed to Iraq and Afghanistan. The Association of Military Surgeons of the
United States 114th Annual Meeting, 9-14 November 2008, San Antonio, TX.
153. Ryan M, Welch K, Farnell L, LeardMann C, Jacobson I, Wong C, Smith B, Smith TC, for
the Millennium Cohort Study Team. The Millennium Cohort Study: a 21-year
contribution to the understanding of military and veteran health. The Association of
Military Surgeons of the United States 114th Annual Meeting, 9-14 November 2008, San
Antonio, TX.
152. Granado N, Smith B, Smith TC, Ryan M, Swanson M, Harris R, Shahar E, Skrepnek G,
Coons S. Determining the prevalence of hypertension in a large cohort using self-report,
electronic medical encounters, and records of prescription antihypertensive medications.
American Public Health Association 136th Annual Meeting and Exposition, 25-29 Oct
151. Jacobson I, Smith TC, Smith B, Keel P, Amoroso P, Wells T, Bathalon G, Boyko E, Ryan
M, for the Millennium Cohort Study Team. Prospective analyses of disordered eating and
weight changes after military deployment to the wars in Iraq and Afghanistan. American
Public Health Association 136th Annual Meeting and Exposition, 25-29 Oct 2008, San
Diego, CA.
150. Jacobson I, Smith TC, Smith B, LeardMann C, Wells T, Ryan M, Boyko E, for the
Millennium Cohort Study Team. Posttraumatic stress disorder and depression among
caregivers after deployment to the wars in Iraq and Afghanistan: a prospective analysis.
149. LeardMann C, Jacobson I, Smith B, Smith TC, for the Millennium Cohort Study Team.
Posttraumatic stress disorder and obesity: does one suggest vulnerability to the other?
2008, San Diego, CA. (oral presentation)
148. LeardMann C, Smith TC, Smith B, Wells T, Ryan M, for the Millennium Cohort Study
Team. Baseline functional health predicts vulnerability to posttraumatic stress disorder
following combat deployment. American Public Health Association 136th Annual
Meeting and Exposition, 25-29 Oct 2008, San Diego, CA. (oral presentation)
147. LeardMann C, Wells T, Fortuna S, Smith B, Smith TC, Ryan M, Boyko E, Blazer D, for
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the Millennium Cohort Study Team. Prospective analysis of depression and deployment
in support of the wars in Iraq and Afghanistan. American Public Health Association
136th Annual Meeting and Exposition, 25-29 Oct 2008, San Diego, CA. (oral
presentation)
Leleu T, Jacobson I, LeardMann C, Smith B, Smith TC, Amoroso P, Ryan M, for the
Millennium Cohort Study Team. Evaluating responses to open-ended questionnaire fields
using Latent Semantic Analysis. American Public Health Association 136th Annual
Meeting and Exposition, 25-29 Oct 2008, San Diego, CA.
Smith TC, for the Millennium Cohort Study Team. Millennium Cohort; the largest
population-based US military cohort; 2001 to 2022. American Public Health Association
136th Annual Meeting and Exposition, 25-29 Oct 2008, San Diego, CA. (oral
presentation)
Welch K, LeardMann C, Jacobson I, Speigle S, Smith B, Ryan M, Smith TC, for the
Millennium Cohort Study Team. The value of semiannual postcard contact in a
longitudinal cohort study. American Public Health Association 136th Annual Meeting
and Exposition, 25-29 Oct 2008, San Diego, CA.
Wong C, Smith B, Smith TC, Boyko E, Gackstetter G, Ryan M, for the Millennium
Cohort Study Team. A prospective investigation of newly reported respiratory illness
among military personnel deployed to Iraq and Afghanistan. American Public Health
Association 136th Annual Meeting and Exposition, 25-29 Oct 2008, San Diego, CA.
Wong C, Smith B, Smith TC, Wells T, Engel C, for the Millennium Cohort Study Team.
Use of alternative health practices and new-onset posttraumatic stress disorder in a large
prospective cohort study. American Public Health Association 136th Annual Meeting and
Exposition, 25-29 Oct 2008, San Diego, CA. (oral presentation)
Smith TC, for the Millennium Cohort Study Team. Understanding the long-term health
challenges of military service; the US Millennium Cohort Study. Keynote Address 2008
Australian Military Medicine Association Conference, 17-19 October, Hobart, Tasmania,
Australia.
Smith TC, for the Millennium Cohort Study Team. Determinants of new-onset and
persistent symptoms of PTSD after deployment and reported combat exposures in the US
Millennium Cohort. 2008 Australian Military Medicine Association Conference, 17-19
October, Hobart, Tasmania, Australia. (oral presentation)
M, for the Millennium Cohort Study Team. Relationship of Incident Hypertension and
Military Deployment in a Large Cohort. 2008 American College of Epidemiology
Meeting, 14-16 Sep 2008, Tucson, AZ.
Welch K, Farnell L, LeardMann C, Jacobson I, Wong C, Smith B, Smith T, for the
Millennium Cohort Study Team. The Millenium Cohort Study: A 21-year Contribution
to the Understanding of Military Health. 11th Annual Force Health Protection
Conference, 11-15 Aug 2008, Albuquerque, NM.
Kelton M, LeardMann C, Smith B, Boyko E, Wells T, Littman A, Smith T, for the
Millennium Cohort Study Team. Prospectively Assessed Posttraumatic Stress Disorder
Symptoms and Associated Physical Activity Levels. 11th Annual Force Health Protection
Conference, 11-15 Aug 2008, Albuquerque, NM.
Smith TC, LeardMann CA, Wells TS, Jacobson IG, Boyko EB, Ryan MAK, Smith B.
Prospective investigation of mental health challenges and coping behaviors in deployers
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supporting the wars in Iraq and Afghanistan. 11th Annual Force Health Protection
Conference, 11-15 Aug 2008, Albuquerque, NM. (oral presentation)
Smith B, Wong CA, Smith TC, Boyko EJ, Gackstetter GD, Ryan MAK, for the
Millennium Cohort Study Team. Prospective Examination of New-onset Respiratory
Illness in Military Service Members Deployed to Iraq and Afghanistan. 11th Annual
Force Health Protection Conference, 11-15 Aug 2008, Albuquerque, NM. (oral
presentation)
Smith B, Wong CA, Smith TC, for the Millennium Cohort Study Team. Evaluation of
Alternative Health Practice Use and Posttraumatic Stress Disorder in a Large Prospective
Cohort Study. 11th Annual Force Health Protection Conference, 11-15 Aug 2008,
Albuquerque, NM. (oral presentation)
Sevick CJ, Phillips CJ, Conlin AS, Gumbs GR, Smith TC, for the DoD Birth and Infant
Health Registry Team. Ensuring the Quality of Infant Health Data: Why a Simple Data
Pull Will Not Work. 11th Annual Force Health Protection Conference, 12-15 August
2008, Albuquerque, NM.
Margaret Ryan, MD, MPH; Ava Conlin, DO, MPH; Isabel Jacobson, MPH; Gia Gumbs,
MPH; Carter Sevick, MS; Ania Bukowinski, MPH; Skye Endara; Tyler Smith, MS, PhD;
for the Millennium Cohort Study Team. Parental Stress, PTSD, and Infant Health
Outcomes in US Military Families. 11th Annual Force Health Protection Conference,
12-15 August 2008, Albuquerque, NM. (oral presentation)
Cranston MM, Ryan MAK, Smith TC, Sevick CJ. Comparison of Congenital
Hypothyroidism Among Military Infants Born to Countries of Varied Iodine Intake and
Nutrition Status. 11th Annual Force Health Protection Conference, 12-15 August 2008,
Albuquerque, NM.
Awarded Best Research Poster.
Lauren Zimmermann, B Smith, D Slymen, MAK Ryan, TS Wells, TC Smith, for the
Millennium Cohort Study Team. Individual assignment in military deployment and selfreported mental health morbidity: a longitudinal analysis of a arge population-based
cohort. 26th Annual San Diego Epidemiology Research Exchange, 2 May 2008, San
Diego, CA.
Smith B, Wong C, Smith TC, Ryan MAK, Boyko E, Gray G, Gackstetter G, for the
Millennium Cohort Study Team. New-onset of chronic respiratory illnesses among
military personnel deployed to Iraq and Afghanistan. 26th Annual San Diego
Cranston MM, Ryan MAK, Smith TC, Sevick CJ. Comparison of congenital
hypothyroidism among military infants born to countries of varied iodine intake and
nutrition status. 26th Annual San Diego Epidemiology Research Exchange, 2 May 2008,
San Diego, CA.
Endara S, Ryan MAK, Sevick CJ, Conlin AM, Macera C, Smith TC, for the Department
of Defense Birth and Infant Health Registry. Infant health outcomes after maternal stress
related to the terrorist attacks of September 11, 2001. 26th Annual San Diego
Welch KE, Farnell LE, LeardMann CA, Jacobson IG, Wong CA, Smith B, Smith TC, for
the Millennium Cohort Study Team. The Millennium Cohort Study: aA 21-year
contribution to the understanding of military health. 26th Annual San Diego
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Welch KE, LeardMann CA, Jacobson IG, Speigle SJ, Smith B, Ryan MAK, Smith TC,
for the Millennium Cohort Study Team. Do semiannual Ppstcards have value in a longterm study? Analysis of address updates after postcard contact. 26th Annual San Diego
Finalist in Operational Research Competition and 2nd Place Award for Research
Commands. Wong CA, Smith B, Smith TC, Ryan MAK, Boyko EJ, Gray GC,
Gackstetter GD, for the Millennium Cohort Study Team. New-onset respiratory illness
among military personnel deployed to Iraq and Afghanistan. 47th Navy Occupational
Health and Preventive Medicine Conference, 14-20 Mar 2008, Hampton, VA.
Awarded Best Environmental Programs Research Poster.
Jacobson IG, Sevick CJ, Smith TC, Gumbs GR, Conlin AMS, Ryan MAK, for the DoD
Birth and Infant Health Registry Team. Health outcomes among infants born to women
deployed in upport of the wars in Iraq and Afghanistan. 47th Navy Occupational Health
and Preventive Medicine Conference, 14-20 Mar 2008, Hampton, VA.
Welch KE, LeardMann CA, Jacobson IG, Speigle SJ, Smith B, Smith TC, Ryan MAK,
for the Millennium Cohort Study Team. Do semiannual postcards have value in a longterm study? Analysis of address updates after postcard contact. 47th Navy Occupational
Awarded Best Health Promotion Research Poster.
Bukowinski AT, Ryan MAK, Sylmen DJ, Sevick CJ, Smith TC. Hemangiomas and
associated birth defects among infants born to US military families. 47th Navy
Occupational Health and Preventive Medicine Conference, 14-20 Mar 2008, Hampton,
VA.
Jacobson IG, Sevick CJ, Smith TC, Gumbs GR, Conlin AMS, Ryan MAK. Health
outcomes among infants born to women deployed in support of the wars in Iraq and
Afghanistan. National Birth Defects Prevention Network Annual Meeting, 10-14 Feb
2008, Washington, D.C.
Gumbs GR, Conlin AM, Jacobson I, Sevick C, Snell KJ, Smith TC, Ryan MAK. Does
smallpox vaccine impact the reproductive health of service members? Evaluations of
infertility, adverse pregnancy outcomes, and birth defects. National Birth Defects
Prevention Network Annual Meeting, 10-14 Feb 2008, Washington, D.C.
Bukowinski AT, Ryan MAK, Slymen DJ, Sevick C, Smith TC, for the DoD Birth and
Infant Health Registry Team. Hemangiomas and their association with birth defects
among infants born to US military families. National Birth Defects Prevention Network
Annual Meeting, 10-14 Feb 2008, Washington, D.C.
Welch KE, Webb D, Leard CA, Jacobson IG, Smith B, Smith TC, Ryan MAK. Do semiannual postcards have value in a long-term study? Analysis of address updates after
postcard contact in the Millennium Cohort Study. 10th Annual Force Health Protection
Conference, 7-10 Aug 2007, Louisville, KY.
Leleu T, Jacobson IG, Leard CA, Smith B, Smith TC, Amoroso PJ, Ryan MAK, for the
Millennium Cohort Study Team. Evaluating responses to open-ended questionnaire fields
using latent semantic analysis. 10th Annual Force Health Protection Conference, 4-10
Aug 2007, Louisville, KY.
Wells TS, Jacobson IG, Leard CA, Smith B, Reed RJ, Smith TC, Ryan MAK, for the
Millennium Cohort Study Team. Hospitalizations and self-reported health following
smallpox vaccination. 10th Annual Force Health Protection Conference, 4-10 Aug 2007,
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Louisville, KY.
Smith TC, for the Millennium Cohort Study Team. Prior assault increases the likelihood
of new-onset PTSD after combat deployment. 10th Annual Force Health Protection
Conference, 7-10 Aug 2007, Louisville, KY.
Smith TC, for the Millennium Cohort Study Team. PTSD: New onset and persistent
symptoms after deployment and combat exposures in the Millennium Cohort. 10th
Annual Force Health Protection Conference, 7-10 Aug 2007, Louisville, KY.
Bukowinski AT, Ryan MAK, Slymen DJ, Sevick, C, Smith TC. Hemangiomas and their
association with birth defects among infants born to US military families. 10th Annual
Force Health Protection Conference, 7-10 Aug 2007, Louisville, KY.
Gumbs GR, Conlin AMS, Jacobson I, Sevick C, Snell KJ, Smith TC, Ryan MAK, for the
DoD Birth and Infant Health Registry Team. Does smallpox vaccine impact the
reproductive health of service members? Evaluations of infertility, adverse pregnancy
outcomes, and birth defects. 10th Annual Force Health Protection Conference, 7-10 Aug
2007, Louisville, KY.
Leard CA, Smith B, Smith TC, Wells TS, Ryan MAK, for the Millennium Cohort Study
Team. Smallpox vaccination among Millennium Cohort participants: comparison of selfreported and electronic vaccine records. 46th Navy Occupational Health and Preventive
Medicine Conference, 17-22 Mar 2007, Hampton, VA.
*Awarded Best Occupational Health Informational Poster
Jacobson IG, Leard CA, Smith B, Smith TC, Ryan MAK, for the Millennium Cohort
Study Team. Hospitalizations among service members returning from deployment in
support of the Global War on Terrorism. 46th Navy Occupational Health and Preventive
*Awarded Best Occupational Health Research Poster
*First Place, Operational Research Competition
Jacobson IG, Smith TC, Smith B, Amoroso PJ, Wells TS, Bathalon GP, Keel, PK, Ryan
MAK, for the Millennium Cohort Study Team. Disordered eating and weight changes
after deployment in support of the Global War on Terrorism. 46th Navy Occupational
Jacobson IG, Ryan MAK, Smith TC, Bell NS, Amoroso PJ, Hooper TI, Wells TS, Boyko
EJ, Gackstetter GD, Blazer DG, for the Millennium Cohort Study Team. How did
deployment in support of the Global War on Terrorism impact alcohol use and alcoholrelated problems in a large military cohort? 46th Navy Occupational Health and
Preventive Medicine Conference, 17-22 Mar 2007, Hampton, VA.
*Awarded Best Health Promotion Informational Poster
Ryan MAK, Smith TC, Honner WK, Sevick C, Chu LK, Gumbs G, Heller JM. Birth
defects among infants born 1998-2003 to men and women serving in the US Military
during the 1990-1991 Gulf War era. 46th Navy Occupational Health and Preventive
*Awarded Best Environmental Programs Research Poster
*Second Place, Operational Research Competition
Ryan MAK, Smith TC, Smith B, Amoroso PJ, Boyko EJ, Gray GC, Gackstetter GD,
Riddle JR, Wells TS, Chu LK, Gumbs G, Jacobson IG, Leard CA, Hooper TI. Workshop
Session 1, Enrollment in the Millennium Cohort: the beginning of a 21-year contribution
to the understanding of military health. 9th Annual Force Health Protection Conference,
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August 8-11 2006, Albuquerque, NM.
Session 2, Investigations of data validation and potential response bias in the Millennium
Cohort. 9th Annual Force Health Protection Conference, August 8-11 2006, Albuquerque,
NM.
Session 3, Mental health studies within the Millennium Cohort. 9th Annual Force Health
Protection Conference, 6-11 Aug 2006, Albuquerque, NM.
Session 4, Longitudinal investigation of the health of Millennium Cohort participants
supporting OIF/OEF. 9th Annual Force Health Protection Conference, August 8-11 2006,
Albuquerque, NM.
Session 5, Panel discussion of the Millennium Cohort Study. 9th Annual Force Health
Protection Conference, August 8-11 2006, Albuquerque, NM.
Jacobson IG, Smith TC, Smith B, Amoroso PJ, Wells TS, Bathalon GP, Keel PK, Ryan
MAK, for the Millennium Cohort Study Team. Disordered eating and weight changes
after deployment in support of the Global War on Terror. 9th Annual Force Health
*Awarded Best Research Poster.
Chu LK, Smith B, Smith TC, Boyko EJ, Gackstetter GD, Gray GC, Heller JM, Weese
CB, Ryan MAK, for the Millennium Cohort Study Team. Respiratory illness in OIF/OEF
deployers of the Millennium Cohort Study. 9th Annual Force Health Protection
Conference, August 8-11 2006, Albuquerque, NM.
Jacobson IG, Smith TC, Smith B, Hooper TI, Ryan MAK, for the Millennium Cohort
Study Team. The occupational role of women in military service: validation of
occupation and prevalence of exposures in the Millennium Cohort Study. 9th Annual
Force Health Protection Conference, August 8-11 2006, Albuquerque, NM.
Chu LK, Smith B, Smith TC, Amoroso PJ, Boyko EJ, Gackstetter GD, Hooper TI, Ryan
MAK, for the Millennium Cohort Study Team. Comparison of self-reported medical
conditions and electronic medical records among members of the Millennium Cohort. 9th
Annual Force Health Protection Conference, August 8-11 2006, Albuquerque, NM.
Leard CA, Smith B, Smith TC, Reed RJ, Ryan MAK, for the Millennium Cohort Study
Team. Anthrax vaccination among Millennium Cohort participants: validation and
measures of health. 9th Annual Force Health Protection Conference, August 8-11 2006,
Albuquerque, NM.
Wells, TS, Jacobsen IG, Spooner CN, Smith TC, Smith B, Reed RJ, Amoroso PJ, Ryan
MAK, for the Millennium Cohort Study Team. Prior health as a determinant to
enrollment in a twenty-one year prospective study: the Millennium Cohort Study. 9th
Leleu TD, Chu LK, Jacobsen IG, Leard CA, Smith B, Smith TC, Amoroso PJ, Ryan
MAK, for the Millennium Cohort Study Team. Application of latent semantic analysis on
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open-ended responses from the Millennium Cohort Study. 9th Annual Force Health
Ryan MAK, Honner WK, Sevick CJ, Spooner CN, Smith TC, Reed RJ, Rubin JK, Chu
LK, Snell KL, Conlin AM. Birth defects and other health outcomes among infants born
to US military families: The Department of Defense Birth and Infant Health Registry. 9th
Smith TC, Wingard DL, Smith B, Kritz-Silverstein D, Barrett-Connor EL. Walking and
all-cause, coronary heart disease, and cardiovascular disease mortality in older adults
with and without diabetes. Am J Epidemiol, 2006;163(11):S180.
Smith B, Wingard DL, Smith TC, Kritz-Silverstein D, Barrett-Connor EL. Does coffee
consumption reduce the risk of developing type 2 diabetes. Am J Epidemiol,
2006;163(11):S180.
Leard CA, Smith B, Smith TC, Reed RJ, Ryan MAK, and the Millennium Cohort Study
Team. Comparison of self-reported anthrax vaccination and electronic vaccine records.
24th Annual San Diego Epidemiology Research Exchange, April 27, 2006, San Diego,
CA. Selected for oral presentation.
Jacobson IG, Smith TC, Smith B, Hooper TI, Ryan MAK, and the Millennium Cohort
Study Team. Unique occupational exposures among women in a large military cohort.
CA. Selected for oral presentation.
MAK, and the Millennium Cohort Study Team. Comparison of self-reported medical
conditions and electronic medical records among members of the Millennium Cohort.
CA.
Leard CA, Smith B, Smith TC, Reed RJ, Ryan MAK, and the Millennium Cohort Study
Team. Comparison of self-reported anthrax vaccination and electronic vaccine records.
45th Navy Occupational Health and Preventive Medicine Workshop, 18-24 Mar 2006,
Hampton, VA.
*Finalist in Operational Research Competition, and 2nd Place Award for Research
Commands.
Jacobson IG, Smith TC, Smith B, Hooper TI, Ryan MAK, and the Millennium Cohort
Study Team. Unique occupational exposures among women in a large military cohort.
Hampton, VA.
*Awarded Best Occupational Health Research Poster.
MAK, and the Millennium Cohort Study Team. Comparison of self-reported medical
conditions and electronic medical records among members of the Millennium Cohort.
Hampton, VA.
*Awarded Best Occupational Health Information Poster.
Conlin AMS, Honner WK, Spooner CN, Hansen CJ, Sevick CJ, Smith TC, Reed RJ,
Rubin JK, Stiegman VKD, Strickler JK, Ryan MAK. Maternal SSRI medication use in
pregnancy: assessing the risk of birth defects using military pharmacy data. The 9th
Annual National Birth Defects Prevention Network Meeting, 30 Jan – 01 Feb 2006,
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Arlington, VA.
Honner WK, Sevick CJ, Spooner CN, Conlin AMS, Reed RJ, Smith TC, Rubin JK,
Stiegman VKD, Strickler JK, Ryan MAK. Infants with birth defects born to US military
families, 1998-2003: the Department of Defense Birth and Infant Health Registry. The
9th Annual National Birth Defects Prevention Network Meeting, 30 Jan – 01 Feb 2006,
Arlington, VA.
Sevick CJ, Honner WK, Smith TC, Spooner CN, Conlin AMS, Reed RJ, Rubin JK,
Stiegman VKD, Strickler JK, Ryan MAK. Prevalence of birth defects among infants
born to military women with late-recognized pregnancies. The 9th Annual National Birth
Defects Prevention Network Meeting, 30 Jan – 01 Feb 2006, Arlington, VA.
Spooner CN, Ryan MAK, Smith TC, Honner WK, Reed RJ, Conlin AMS, Rubin JK,
Sevick CJ, Stiegman VKD, Jacobson IG, Wells TS, and the Millennium Cohort Team.
The influence of birth defects in children on parental response to health surveys: the
Millennium Cohort Study. The 9th Annual National Birth Defects Prevention Network
Meeting, 30 Jan – 01 Feb 2006, Arlington, VA.
the 1991 Gulf War on Saudi Arabian National Guard soldiers. . 8th Force Health
Protection Conference, 7-13 Aug 2005, Louisville, KY.
Riddle JR, Smith TC (presenting), Smith B, Corbeil TE, Engel CC, Wells T, Hoge C,
Adkins J, Zamorski M, Blazer D, for the Millennium Cohort Study Team. Prevalence of
mental health morbidity in the US military: the baseline mental health of the Millennium
Cohort. 8th Force Health Protection Conference, 7-13 Aug 2005, Louisville, KY.
Smith B, Smith TC, Corbeil TE, Gray GC, Ryan MAK, for the Millennium Cohort Study
Team. When epidemiology meets the Internet: Web-based surveys. 8th Force Health
Protection Conference, 7-13 Aug 2005, Louisville, KY.
Gackstetter G, Ryan MAK. Smith TC, Smith B, Amoroso PJ, Boyko E, Gray GC,
Hooper T, Riddle JR, for the Millennium Cohort Study Team. The Millennium Cohort
Study: enrollment in a 21-year contribution to the understanding of military health. 8th
Force Health Protection Conference, 7-13 Aug 2005, Louisville, KY.
Wells T, Smith TC, Smith B, Wang LZ, Goldfinger WE, Hansen CJ, Reed RJ, Corbeil
TE, Spooner CN, Ryan MAK. Mefloquine use and hospitalizations among US Service
members, 2002-2003. 23rd Annual San Diego Epidemiology Research Exchange, May 6,
Team. When epidemiology meets the Internet: Web-based questionnaires. USUHS
Research Day, May 19, 2005, Bethesda, MD.
Riddle JR, Smith TC (presenting), Smith B, Corbeil TE, Engel CC, Wells T, Hoge C,
Adkins J, Zamorski M, Blazer D, for the Millennium Cohort Study Team. Health effects
of military service: the mental health of the Millennium Cohort. USUHS Research Day,
May 19, 2005, Bethesda, MD.
the 1991 Gulf War on Saudi Arabian National Guard soldiers. USUHS Research Day,
Ryan MAK, Smith TC, Smith B, Corbeil TE, Wells TS, Gumbs G, Riddle JR, Hooper T,
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Gackstetter G, Boyko E, Amoroso P, Gray G. The Millennium Cohort Study: enrollment
in a 21-year contribution to the understanding of military health. USUHS Research Day,
Goldfinger WE, Wells T, Smith TC, Smith B, Wang LZ, Hansen CJ (presenting), Reed
RJ, Corbeil TE, Spooner CN, Ryan MAK. Mefloquine use and hospitalizations among
US service members, 2002-2003. 23rd Annual San Diego Epidemiology Research
Exchange, May 6, 2005, San Diego, CA.
Riddle JR, Smith TC, Smith B, Corbeil TE, Engel CC, Wells T, Hoge C, Adkins J,
Zamorski M, Blazer D, for the Millennium Cohort Study Team. Health effects of military
service: the mental health of the Millennium Cohort. 23rd Annual San Diego
Epidemiology Research Exchange, May 6, 2005, San Diego, CA.
Spooner CN, Wang LZ, Wells TS, Smith TC, Lindstrom KE, Smith B, Reed RJ,
Goldfinger WE, Ryan MAK. The mental health of women in US military combat support
occupations. 23rd Annual San Diego Epidemiology Research Exchange, May 6, 2005,
San Diego, CA.
Hansen CJ, Ryan MAK, Smith TC, Young SYN. Homeschooling, health, and success in
military basic training. 23rd Annual San Diego Epidemiology Research Exchange, May 6,
Team. When epidemiology meets the Internet: Web-based questionnaires. 23rd Annual
San Diego Epidemiology Research Exchange, May 6, 2005, San Diego, CA.
Reed RJ, Honner WK, Smith TC, Ryan MAK. Neoplasms among infants born to US
military families 1998-2001. 44th Annual Navy Occupational Health and Preventive
Medicine Workshop, 12-18 February 2005, Virginia Beach, VA.
*Awarded best environmental program research poster.
Wells TS, Smith TC, Lindstrom KE, Wang LZ, Smith B, Reed RJ, Goldfinger WE, Ryan
MAK. The mental health of US military women in combat support occupations. 44th
Annual Navy Occupational Health and Preventive Medicine Workshop, 12-18 February
2005, Virginia Beach, VA.
*Awarded best occupational health research poster.
Rudy-Goodness C, Honner WK, Conlin A, Chow S, Reed RJ, Smith TC, Steigman V,
Strickler J, Ryan MAK. Seasonal trends in birth rates among US military families 19982001. 44th Annual Navy Occupational Health and Preventive Medicine Workshop, 12-18
February 2005, Virginia Beach, VA.
Smith TC, Smith B, Corbeil TE, Riddle JR, Ryan MAK. Self-reported mental health
among US military personnel, prior and subsequent to the terrorist attacks of September
11, 2001. 7th Annual Force Health Protection, August 9-12, 2004, Albuquerque, NM.
Smith B, Smith TC, Ryan MAK, Gray GC. A comparison of the post-deployment
hospitalization experience of US military personnel following service in the Gulf War,
Southwest Asia after the Gulf War, and Bosnia. 7th Annual Force Health Protection,
August 9-12, 2004, Albuquerque, NM.
Ryan MAK, Honner WK, Smith TC, Reed RJ. Neoplasms in infants born to active duty
military families. 7th Annual Force Health Protection, August 9-12, 2004, Albuquerque,
NM.
Corbeil TE, Smith TC, Smith B, Ryan MAK. Internal consistency, stability, and
concordance-measuring reliability of the Millennium Cohort-Study questionnaire. 7th
60.
59.
58.
57.
56.
55.
54.
53.
52.
51.
50.
Annual Force Health Protection, August 9-12, 2004, Albuquerque, NM.
Wells T, Smith TC, Sato PA, Reed RJ, Wang L, Ryan MAK. DoD-wide medical
surveillance for potential long-term adverse events associated with anthrax
immunization: hospitalizations. 7th Annual Force Health Protection, August 9-12, 2004,
Albuquerque, NM.
Hansen CJ, Ryan MAK, Smith TC, Young S. Homeschooling among young men prior to
Marine Corps basic training. 7th Annual Force Health Protection, August 9-12, 2004,
Albuquerque, NM.
11, 2001. 22nd Annual San Diego Epidemiology Research Exchange, May 7, 2004, San
Diego, CA.
Smith TC, Wingard DL, Barrett-Connor EL. Does walking reduce all-cause, coronary
heart disease, or cardiovascular disease mortality more strongly in persons with vs.
without diabetes? 22nd Annual San Diego Epidemiology Research Exchange, May 7,
Stiegman V, Aran R, Honner WK, Reed RJ, Smith TC, Campbell K, Chow S, Conlin A,
Ryan MAK. The Department of Defense Birth and Infant Health Registry. 22nd Annual
San Diego Epidemiology Research Exchange, May 7, 2004, San Diego, CA.
11, 2001. 43rd Annual Navy Occupational Health and Preventive Medicine Workshop,
18-26 March 2004, Virginia Beach, VA.
Chretien JP, Smith TC, Smith B, Corbeil TE, Young S, Ryan MAK. An evaluation of
early response bias in the Millennium Cohort. 43rd Annual Navy Occupational Health
and Preventive Medicine Workshop, 18-26 March 2004, Virginia Beach, VA.
*Awarded best research and development research poster.
Gumbs G, Clark S, Corbeil T, Hume S, Jackson S, Martin N, Reed R, Smith B, Smith TC,
Speigle S, Wells T, Whitmer J, Young S, Ryan M. The Millennium Cohort Study. 43rd
Navy Occupational and Preventive Medicine Workshop, 20-26 Mar 2004, Chesapeake,
VA.
*Awarded best research and development information poster.
Aran R, Honner WK, Reed RJ, Smith TC, Campbell K, Chow S, Conlin A, Ryan MAK.
The Department of Defense Birth and Infant Health Registry. 43rd Annual Navy
Occupational Health and Preventive Medicine Workshop, 18-26 March 2004, Virginia
Beach, VA.
*Awarded best occupational health information poster.
Reed RJ, Smith TC, Kaiser KC, Ryan MAK, Gray GC. The Seabee Health Survey postwar hospitalizations among active duty Gulf-War era Seabees. 43rd Annual Navy
Occupational Health and Preventive Medicine Workshop, 18-26 March 2004, Virginia
Beach, VA.
*Awarded best occupational health research poster.
Jimenez D, Smith TC, Smith B, Gray GC, Hooper T, Heller J, Dalager N, Kang, H,
Gackstetter G, Ryan MAK, MD. The postwar hospitalization experience of Gulf War
veterans participating in health registries. 6th Annual Force Health Protection
Conference, Aug 11-17, 2003, Albuquerque NM.
49.
48.
47.
46.
45.
44.
43.
42.
41.
40.
39.
38.
37.
36.
Corbeil TE, Smith TC, Ryan MAK, Heller JM, Gray GC. In-theater hospitalizations of
US personnel during the Gulf War. 6th Annual Force Health Protection Conference, Aug
11-17, 2003, Albuquerque NM.
Aran R, Campbell K, Chow S, Conlin A, Honner W, Reed R, Smith T, Strickler J, Ryan
M. The DoD Birth and Infant Health Registry. 7th Annual Meeting of the National Birth
Defects Prevention Network, January 21-23, 2004, Salt Lake City, UT
Russell KL, Hansen CJ, Smith TC, Neville JS, Ryan MAK. Asthma hospitalization
among military personnel – US Department of Defense hospitalization data examined,
1990-2000. 2003 Epidemiology Research Exchange Conference, April 25, 2003, San
Diego CA.
Honner WK, Reed RJ, Aran R, Campbell K, Alexander B, Smith TC, Ryan MAK. Birth
defects among women serving in the United States military, 1998-1999. 2003
Epidemiology Research Exchange Conference, April 25, 2003, San Diego CA.
Jimenez DL, Smith TC, Smith B, Gray GC, Hooper TI, Heller JM, Dalager NA, Kang
HK, Gackstetter GD, Ryan MAK. The postwar hospitalization experience of Gulf War
veterans participating in health registries. 2003 Epidemiology Research Exchange
Conference, April 25, 2003, San Diego CA.
Reed RJ, Kaiser KS, Smith TC, Ryan MAK, Gray GC. The Seabee Health Study:
Department of Defense hospitalizations among active duty Gulf War era Seabees. 2003
Epidemiology Research Exchange Conference, April 25, 2003, San Diego CA.
Corbeil TE, Smith TC, Ryan MAK, Heller JM, Gray GC. In-theater hospitalizations of
US personnel during the Gulf War. 2003 Epidemiology Research Exchange Conference,
April 25, 2003, San Diego CA.
Russell KL, Hansen CJ, Smith TC, Neville JS, Krauss MR, Ryan MAK. Asthma
hospitalization trends in the Department of Defense, 1990-2000. Prevention 2003,
February 2003, San Diego, CA.
Ryan MAK, Honner WK, Aran R, Reed RJ, Smith TC, Kaufman SA, Hooper TI. Birth
defects among children of women serving in the US military. 8th Annual Maternal and
Child Health Epidemiology Conference, 11-13 Dec 2002, Clearwater Beach, FL.
Hansen CJ, Smith TC, Neville JS, Ryan MAK, Russell KL. Adjusted annual prevalence
of hospitalizations for asthma among active duty military personnel, 1990-2000. 2002
Epidemiology Research Exchange Conference, 3 May 2002, San Diego CA.
Campbell K, Gumbs G, Smith TC, Smith B, Reed RJ, Ryan MAK. Complementary and
alternative medicine use among Navy and Marine Corps service members. 2nd Annual
DoD Population Health and Health Promotion Conference, Aug 12-16, 2002, Baltimore,
MD.
Kaufman SA, Honner WK, Reed RJ, Smith TC, Aran R, King JC, Hooper TI, Ryan
MAK. Quality of data in the Department of Defense Birth and Infant Health Registry.
42nd Annual Navy Occupational Health and Preventive Medicine Workshop, 14-22
March 2002, Virginia Beach, VA.
Reed RJ, Smith TC, Kaiser KS, Gastañaga VM, Gray GC. The Seabee Health Survey,
self-reported symptoms and medical conditions among 11,868 Gulf War era veterans.
42nd Annual Navy Occupational Health and Preventive Medicine Workshop, 14-22
March 2002, Virginia Beach, VA.
*Awarded best environmental health research poster.
Hansen CJ, Smith TC, Neville JS, Ryan MAK, Russell KL. Adjusted annual prevalence
35.
34.
33.
32.
31.
30.
29.
28.
27.
26.
25.
24.
23.
of hospitalizations for asthma among active duty military personnel, 1990-2000. 42nd
Annual Navy Occupational Health and Preventive Medicine Workshop, 14-22 March
2002, Virginia Beach, VA.
Whitmer JR, for the Millennium Cohort Study Team. Methods for mail cost control in a
mass mailed survey instrument. 42nd Annual Navy Occupational Health and Preventive
Medicine Workshop, 14-22 March 2002, Virginia Beach, VA.
Aran R, Honner WK, Reed RJ, Smith TC, Kaufman SA, King JC, Hooper TI, Ryan
MAK. Cardiac birth defects evaluated in the Department of Defense Birth and Infant
Health Registry. 42nd Annual Navy Occupational Health and Preventive Medicine
Workshop, 14-22 March 2002, Virginia Beach, VA.
Gumbs GR, Smith TC, Reed RJ, Whitmer JR, Gray GC. The use of complementary and
alternative medicine among active-duty Navy and Marine Corps personnel. 2001 San
Diego Epidemiology Research Exchange, May 11, 2001, San Diego, CA.
Smith B, Schlangen K, Smith TC, Ryan MAK, Gray GC for the Millennium Cohort
Team. Do survey incentives really encourage participation? A study of incentives within
the Millennium Cohort Study. San Diego Epidemiology Exchange, 11 May 2001, San
Diego, CA.
Smith B, Gackstetter GD, Hooper TI, and the Millenium Cohort Study Team. When
epidemiology meets the Internet: Web based surveys. The USUHS Faculty Senate
Research Day and Eighth Annual Graduate Student Colloquium: Emerging Research
Technologies, 10-11 April 2001, Bethesda, MD.
Reed RJ, the Millennium Cohort Study Team. The Millennium Cohort Study. Recruit
Healthcare Symposium, 17-20 April 2001, San Antonio, TX.
Smith B, Schlangen K, Smith TC, Ryan MAK, Gray GC for the Millennium Cohort
the Millennium Cohort Study. San Diego Epidemiology Exchange, 11 May 2001, San
Diego, CA.
Schlangen K, Smith B, Smith TC, Ryan MAK, Gray GC for the Millennium Cohort
the Millennium Cohort Study. 41st Annual Navy Occupational Health and Preventive
Medicine Workshop, 12-17 May 2001, San Diego, CA.
Smith B for the Millenium Cohort Study Team. When epidemiology meets the Internet:
Web based surveys. 41st Annual Navy Occupational Health and Preventive Medicine
Workshop, 12-17 May 2001, San Diego, CA.
Chesbrough KB, Ryan MAK, Gray GC, and the Millennium Cohort Study Team. The
Millennium Cohort Study. 41st Annual Navy Occupational Health and Preventive
Medicine Workshop, 12-17 May 2001, San Diego, CA.
Ryan MAK, Smith TC, Honner WK, Gray GC. Varicella susceptibility and vaccine use
among young adults enlisting in the United States Navy. Fourth International Cnference
on Varicella, Herpes Zoster and PHN, March 3, 2001, San Diego, CA.
Smith TC, Heller JM, Hooper TI, Gackstetter GD, Gray GC. The postwar hospitalization
experience among Gulf War veterans exposed to Kuwaiti oil well fire smoke. Conference
on Illnesses among Gulf War Veterans: A Decade of Scientific Research January 24-26,
2001, Alexandria, Virginia.
Smith B, Smith TC, Gray GC, Ryan MA. Hospitalization experience of personnel
deployed to the Gulf War, Southwest Asia after the Gulf War, and Bosnia. Conference on
22.
21.
20.
19.
18.
17.
16.
15.
14.
13.
12.
11.
Illnesses among Gulf War Veterans: A Decade of Scientific Research January 24-26,
2001, Alexandria, Virginia.
Sato PA, Smith TC, Reed RJ, Wang L, Pittman PR. DoD-wide surveillance for ill-health
requiring hospitalization potentially associated with anthrax immunization: 1998 data.
Conference on Illnesses among Gulf War Veterans: A Decade of Scientific Research, 2426 January 2001, Alexandria, Virginia.
*Awarded best research and development research poster.
Ryan MA, Honner WK, Reed RJ, Smith TC, Kaufman SA, King JC, Gray GC. The
value of active case validation in the Department of Defense Birth Defects Registry.
National Birth Defects Prevention Network: Fourth Annual Meeting: Advances and
Opportunities for Birth Defects Surveillance, Research, & Prevention. 29-31 January
2001, San Antonio, Texas.
Ryan MA, Honner WK, Reed R, Smith TC, Kaufman SA, McKeehan J, King J, Gray
GC. The value of active case validation in the Department of Defense Birth Defects
Registry. Conference on Illnesses among Gulf War Veterans: A Decade of Scientific
Research, 24-26 January 2001, Alexandria, Virginia.
Chesbrough KB, Riddle JR, Gackstetter GD, Amoroso PJ, Boyko EJ, Hooper TI, Ryan
MA, Gray GC. The Millennium Cohort Study. Conference on Illnesses among Gulf War
Veterans: A Decade of Scientific Research, 24-26 January 2001, Alexandria, Virginia.
Honner WK, Smith TC, Reed RJ, Ryan MA, Gray GC. Department of Defense Birth
Defects Registry: Methodological considerations. Conference on Illnesses among Gulf
War Veterans: A Decade of Scientific Research, 24-26 January 2001, Alexandria,
Virginia.
Honner WK, Smith TC, Reed RJ, Ryan MA, Gray GC. Department of Defense Birth
Defects Registry: Methodological considerations. National Birth Defects Prevention
Network: Fourth Annual Meeting: Advances and Opportunities for Birth Defects
Surveillance, Research, & Prevention, 29-31 January 2001, San Antonio, Texas.
Knoke JD, Smith TC, Gray GC, Kaiser KS, Hawksworth AW. Factor analysis of selfreported symptoms: Does it identify a Gulf War syndrome? Conference on Illnesses
among Gulf War Veterans: A Decade of Scientific Research, 24-26 January 2001,
Alexandria, Virginia.
Kisor MA, Bush RA, Smith TC, Honner WK, Gray GC. Department of Defense Birth
Defects Registry Report for the period: January 1, 1999 through June 30, 1999. 2000 San
Diego Biostatistics and Epidemiology Research Exchange, La Jolla, CA.
Bush RA, Smith TC; Honner WK, Gray GC. Surveillance of Birth Defects among US
Department of Defense families. 3rd Annual Meeting of the Birth Defects Prevention
Network, New Orleans, LA, Jan 31-Feb 2, 2000.
Sato PA, Smith TC, Gastanaga V, Reed R, Wang L, Halsey N, Jones K, Murphy B,
Pittman P, Gray GC. Anthrax immunization: surveillance studies for potential long-term
adverse events. 40th Navy Occupational and Preventive Medicine Workshop, 29 Jan - 04
Feb 2000, Norfolk, VA
Bush R, Smith T, Honner W, Gray GC. Surveillance of birth defects among US DoD
beneficiaries: report of a feasibility study. Conference on Federally Sponsored Gulf War
Veterans' Illnesses Research, June 23-25, 1999, Crystal City, Virginia.
Gray GC, Smith TC, Knoke JD, Heller JM. Hospitalization risk after possible exposure to
Iraqi chemical munitions destruction during the Persian Gulf War. Conference on
10.
9.
8.
7.
6.
5.
4.
3.
2.
Federally Sponsored Gulf War Veterans' Illnesses Research, June 17-19, 1998, Arlington,
Virginia.
Knoke JD, Smith TC, Gray GC, Kaiser KS, Hawksworth AW. Factor analysis of
self-reported symptoms. Does it identify a Gulf War syndrome? Conference on Federally
Sponsored Gulf War Veterans' Illnesses Research, June 17-19, 1998, Arlington, Virginia.
Knoke JD, Smith TC, Gray GC, Kaiser KS, Hawksworth AW. Lack of association
between testicular cancer and Persian Gulf war service. Conference on Federally
Smith TC, Gray GC, Knoke JD. The postwar nonfederal hospitalization experience of
U.S. veterans of the Persian Gulf War. Conference on Federally Sponsored Gulf War
Veterans' Illnesses Research, June 17-19, 1998, Arlington, Virginia.
Smith TC, Gray GC, Knoke JD. Hospitalization risk of Gulf War veterans for lupus
erythematosus, amyotrophic lateral sclerosis, and fibromyalgia. Conference on Federally
Smith TC, Gray GC, Knoke JD, Heller JM. The postwar hospitalization experience of
Gulf War veterans possibly exposed to the chemical munitions destruction at
Khamisiyah, Iraq. 39th Annual Navy Occupational and Preventive Medicine Workshop,
March 28-April 3, 1998, San Diego, CA.
Gray GC, Smith TC, Hawksworth AW, Knoke JD. Hospitalization risk after possible
exposure to Iraqi chemical munitions destruction during the Persian Gulf War. APHA
125th Annual Meeting and Exposition, November 9-13, 1997, Indianapolis, IN.
Gray GC, Hawksworth AW, Smith TC, Knoke JD, Kang H, Gackstetter G. Demographic
characteristics associated with participation in Persian Gulf War registries. APHA 125th
Annual Meeting and Exposition, November 9-13, 1997, Indianapolis, IN.
Hawksworth AW, Smith TC, Knoke JD, Gray GC. Characteristics associated with
participation in Persian Gulf health registries. San Diego Biostatistics and Epidemiology
Research Exchange, May 1997, La Jolla, CA.
Hawksworth AW, Smith TC, Knoke JD, Gray GC. Risk factors associated with
participation in Persian Gulf health registries. 38th Navy Occupational Health and
Preventive Medicine Workshop, March 1997, Virginia Beach, VA.
1.
Smith TC, Hawksworth AW, Knoke JD, Gray GC. Does possible exposure to the destruction of
Iraqi chemical munitions increase the likelihood of post war hospitalizations? 38th Navy
Occupational Health and Preventive Medicine Workshop, March 1997, Virginia Beach, VA.
Resume
1
Survey Result Report
Office of Institutional Research and Assessment
January 10, 2013
General Information about the Survey
Title:
Master of Public Health Alumni Survey
Purpose:
To gather information from alumni related to their perceptions of the program.
Originator:
Gina Piane
Data Collection
Population: All program completers in FY2012 and FY2013 to date.
Source:
E-mail list provided by SOAR.
Instrument: 13-item survey
Distribution: Qualtrics
Response Rate
Distributed to:
Completed:
Response Rate:
15
7
46.66%
Suggestions for Use
This report is recommended for distribution to the following stakeholders:
 Dean, SHHS
 Department Chair
 Program Faculty
This report is a summary of research conducted by OIRA and is to be used for internal purposes only.
Requests to publish this information must be forwarded to the Institutional Review Board.
2
Summary
(PLEASE NOTE: All open-ended responses are reported as is and without corrections.)
Please tell us when you graduated.
Month of graduation
Year of graduation
July
2012
August
2011
July
2012
October
2011
May
2011
July
2011
February
2012
Please tell us which degree you graduated with.
#
Answer
MPH without
1 Specialization (2010
only)
Response
%
1
14%
2
MPH with Health
Promotion Specialization
5
71%
3
MPH with Mental Health
Specialization
1
14%
0
0%
7
100%
MPH with Healthcare
4 Administration
Specialization
Total
Did you sit for the CHES exam?
#
Answer
Response
%
1
Yes
1
14%
2
No
6
86%
Total
7
100%
Response
%
Are you certified?
#
Answer
1
Yes
1
100%
2
No
0
0%
Total
1
100%
3
Did you sit for the CPH exam?
#
Answer
Response
%
1
Yes
0
0%
2
No
7
100%
Total
7
100%
Response
%
Are you certified?
#
Answer
1
Yes
0
0%
2
No
0
0%
Total
0
0%
Current Employer (circle all that apply)
#
Answer
Response
%
1
Government
0
0%
2
Nonprofit
2
29%
3
Health Care
1
14%
4
Private Practice
University/Research
1
14%
5
Proprietary
1
14%
6
Further Education
2
29%
7
Non-Health Related
0
0%
8
Not Employed
0
0%
Current Position Title:
Text Response

Cytogenetic Technologist

Research Associate

Biopharmaceutical Manufacturing

Graduate Research Assistant

Community Health Coordinator

Internship Coordinator - School of Health and Human Services
4
Have you applied for a doctorate program?
#
Answer
Response
%
1
Yes
2
29%
2
No
5
71%
Total
7
100%
Response
%
Were you accepted?
#
Answer
1
Yes
2
100%
2
No
0
0%
Total
2
100%
Response
%
Did you begin a doctorate program?
#
Answer
1
Yes
2
100%
2
No
0
0%
Total
2
100%
Response
%
What was the most valuable component of the MPH program?
#
Answer
1
Interaction with
Professors
2
29%
2
Cohort of Public Health
Students
0
0%
3
Internship
2
29%
4
Capstone Project
1
14%
5
Course Assignments
0
0%
6
Other*
2
29%
Total
7
100%
*Other

Writing of Papers and Presentations

Combination of the interaction with professors, course assignments, and capstone
project
5
Would you recommend the National University MPH Program to others?
#
Answer
Response
%
1
Yes
6
86%
2
No
1
14%
Total
7
100%

CEPH Final Self-Study Appendices 2013

Transcription

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